School Mogpog National CHS Grade Level 8

DAILY LESSON Teacher Ms. Cristel Jane L. Learning Mathematics

LOG Magpantay Area
Teaching March 11, 2020 Quarter 4th
Date and 7;30-8;30 (8-carnation)
Time 9;45-10-45(8-Cattleya)
12;15-1;15(8-Dahlia)
1;15-2;15 (8-Rose)
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of key concepts of probability.
B. Performance The learner is able to formulate and solve practical problems involving
Standard probability of simple events.
C. Learning M8GE-IVf-g-1
Competencies/ The learner counts the number of occurrences of an outcome in an experiment
Objectives using Fundamental Counting Principle.
II. CONTENT Fundamental Counting Principle.
III. LEARNING
RESOURCES
A. Reference E-MATH by Orlando A. Oronce and Marilyn O. Mendoza pp. 484-492
Elementary Statistics by Bluman pp. 224 - 227

B. Other Learning Visual aids, laptop, projector, marker, Cartolina, Improvised mobile phone,
Resources Self-made Video
IV. PROCEDURES Teacher’s Activity Students’ Activity
A. Reviewing the
previous lesson or a. Drill
presenting the new
lesson Tell whether the following events are
possible or impossible to happen. Answers;

1. I will get a perfect score in our test 1. possible

today. 2. Possible
2. My crush will smile at me tomorrow. 3. Impossible
3. Rolling a die and getting number 4. Impossible
greater than six. 5. Possible
4. Went to the moon during recess.
5. It will rain tomorrow.

b. Review

Let us have a short recap of our previous

lesson. This portion is entitled “spin the
wheel”.

I have here a set of questions that you

should answer.
How?
All your names are on this wheel. When the
wheel stopped, and your name was point
out, you will be the one to answer the
question. Yes ma’am!
Are you ready?

Let us start;
(The teacher will spin the wheel with music)
 After 3 seconds the wheel stops and…

Queen Chen 😊 congratulations! You are the

lucky one to answer the question.

(the teacher will spin the wheel 10 times)

Ten students will answer the
Questions; questions.
1. What do you call to a set of all
possible outcomes of an experiment?
2. What do you call to the result of the
experiment? Answers;
3. What is the branch of mathematics 1. Sample Space
that deals with uncertainty? 2. Outcome
4. From what number does the 3. Probability
probability of any event ranges? 4. From 0-1
5. What do you call to a trials or 5. Experiment
activities which have well-defined 6. Impossible event
results? 7. Certain event
6. Which event refers to, if an event 8. Systematic listing
will never happen. 9. {Head, Tail}
7. Which event refers to when an event 10. {1,2,3,4,5,6}
is sure to happen.
8. What are the techniques in counting
all the possible events of an
experiment?
9. What are the possible outcomes of
tossing a single coin?
10. What are the possible outcomes of
rolling a single die?
B. Establishing a
purpose for the Before we proceed to our new lesson, let us
lesson play a game. Are you familiar with the
game wordscape?

( The teacher will divide the class into three) (Students will form a circle)

Each group will be given a mobile

phone(Improvised).

Leaders kindly get your materials here.

Your goal is to find the magic word (the

Longest). You only have five minutes to
complete the puzzle and accomplish your
goal.

Once you are done, do the barbie clap and

post your work on the board.

Is that clear? Yes ma’am!

Each Group will find the magic

word.

Group 1. FUNDAMENTAL
 Group 2. COUNTING

Group 3. PRINCIPLE

C. Presenting
examples/instances Let us have a group activity again.
of the new lesson
(The Teacher will divide the class in a group
of four)

Each group will be given a scenario and will

be guided by the following questions.

Guided Questions: The students will work with

a. How many events are there? their group.
b. What are those events?
c. How many possible outcomes are
there in event 1, event 2 and so on?
d. Illustrate the number of possible
outcomes using either Systematic
Listing, Tables or Tree Diagram.
e. How many choices does Dina Natuto
has on selecting her outfit for that
special day?(group 1) Dina Pumayat
in selecting Foods and drinks (group
2). Dina Minahal in receiving a
message from her love(Group 3).
Dina makapaghintay in selecting her
looks on that special day?

D. Discussing new The Fundamental Counting Principle

concepts and
practicing new skills States that we can find the total number of
#1 ways different events can occur by
multiplying the number of ways each
event can happen. If we have x ways of
doing Event 1(E1), y ways in doing Event 2
(E2), and z ways in doing Event 3 (E3). Then,
we can find the total number of ways of doing
E1, E2 and E3 by getting the product of x,y and
z.

Example;
• It is your mother’s birthday and you
want to order pizza. You can choose
small, medium or large pizza. And
the available flavors are ham with
cheese and Hawaiian with pepperoni.
How many possible choices do you
have on buying a pizza?
E1; selecting pizza’s size
{ small, Medium, large} (3)
E2; selecting a flavor
{ ham with cheese, Hawaiian with
pepperoni} (2)
 n(E1)  n(E2) = Total number of possible
outcomes
3 x 2 = 6 possible outcomes

E. Developing mastery Let the students go back to their group and

(Leads to Formative Illustrate the number of possible outcomes
Assessment 3) of the experiment using Fundamental
Counting Principle.

F. Finding practical Individual Activity

applications of
concepts and skills Let the students answer the given problem
in daily living using Fundamental Counting Principle.

Andrew wants to surprise his girlfriend on E1 – selecting a bouquet of

their anniversary. He went to the flower
shop to buy a bouquet of flower. The sales
lady offered him a bouquet of roses and a
bouquet of sunflowers. He also went to GT-
168 to buy stuff toys and chocolates for her
girlfriend. His choices for the stuff toys were
panda, Stitch and teddy bear and for
chocolates, Toblerone, Hersheys and Kisses.
How many possible choices does Andrew
has in buying a bouquet of flowers, stuff
toys and chocolates for his girlfriend?
G. Making
generalizations and What is fundamental counting principle?
abstractions about
the lesson
flowers
{roses, Sunflowers} (2)
E2 – Selecting stuff toys
{panda, stitch, teddy bear} (3)
E3 – Selecting a chocolate
{Toblerone, hersheys, kisses}
(3)
n(E1)  n(E2) = Total number of
possible outcomes.
2x3x3 = 18 possible outcomes.
States that we can find the total
number of ways different events
can occur by multiplying the
number of ways each event
can happen. If we have x ways of
doing Event 1(E1), y ways in
doing Event 2 (E2), and z ways in
doing Event 3 (E3). Then, we can
find the total number of ways of
doing E1, E2 and E3 by getting the
product of x,y and z.

Among the 4 techniques in counting all the

(The students will share their
possible outcomes of an experiments, which
ideas)
one do you prefer to use? Why?
H. Evaluating learning Directions: Read the following problems
carefully. Find the number of all possible
outcomes and Encircle the letter of the
correct answer.
Answers;
1. Paula owns 6 skirts, 4 blouses and 3 1. B
pair of shoes. How many outfits 2. C
(skirts, blouse and shoes) can she 3. A
create? 4. C
a. Paula can create 80 outfits 5. A
b. Paula can create 72 outfits.
c. Paula can Create 24 outfits.
d. Paula can create 36 outfits.
2. Abby loves to decorate her room .
She has 3 sets of curtains colored
pink, orange and blue. She also has a
set of bed sheets colored green, violet
and white. How many possible ways
does abby can design her room in
terms of curtains and bedsheets.
a. Abby has 8 possible ways in
designing her room.
b. Abby has 6 possible ways in
designing her room.
c. Abby has 9 possible ways in
designing her room.
d. Abby has 12 possible ways in
designing her room.

3. Alliah loves to eat street foods with

her friends at aling Rosa’s tusok tusok
store. Aling rosa sells kikyam,
fishball, and isaw. She also sells
gulaman and pineapple juice as what
refer to as “panulak”.If alliah will buy
1 tusok tusok and 1 panulak. How
many possible choices of buying
tusok tusok and panulak does alliah
has?
a. There are 6 possible ways
b. There are 5 ways
c. There are 8 ways
d. There are 4 ways

4. Angela wants to buy a blouse. She has

a choice of 2 styles and 3 colors (pink,
red, blue). How many choices are
there in the selection?
a. 5 possible choices
b. 3 possible choices
c. 6 possible choices
d. 2 possible choices

5. Kyla went to the market with her

mother to buy fruits and vegetables
for their dinner. At Aling Vegie’s
store, there are Cabbage, Radish and
Sitaw. At aling Frutas’ store, there are
Oranges, Apples and Pears. How
many possible choices do Kyla and
her mother have in buying one
vegetable from Aling vegie’s store
and one fruit from aling Frutas’ store?
a. Kyla and her mother have 9
possible choices.
b. Kyla and her mother have 6
possible choices.
c. Kyla and her mother have 4
possible choices.
 d. Kyla and her mother have 8
possible choices.

I. Additional activities The students will make a video presentation which applies the fundamental
for application or counting principle through real life situations.
remediation
RUBRIC FOR VIDEO PRESENTATION ABOUT FUNDAMENTAL
COUNTING PRINCIPLE
CRITERIA 4 3 2 1
Information The video The video The video The video did
and played with played but played but not play
Communicati excellent with minor with major during
on screen shots problem problem viewing
Technology and details
Creativity Excellent Satisfactory Lacks No creativity
creativity use of creativity and in the
creativity and used minimal production of
use of various materials and the video
materials and properties presentation.
properties
Accuracy All contents Most contents Most contents All contents
are correct are correct. are incorrect are incorrect
and
misleading
Time Frame The video The video The video The video
played played played played less
between 4-5 between 3-4 between 2-3 than 2 minutes
minutes minutes or 5-6 minutes or 6-7 or more than 7
minutes. minutes minutes
Total: /16 points
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who
required additional activities
for remediation
C. Did the remedial lessons
work?
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies work well? Why did
this work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or
localized materials did I
used/discover which I wish to
share with other teachers?
Prepared by: Checked by:

ROY M. MERLIN
CRISTEL JANE L. Cooperating Teacher/SST – III
MAGPANTAY
Student Teacher Noted by:
NOEL M. MAPACPAC
Teacher-In-Charge