School: Villaba National School Grade Level: 8

Teacher: Rendelyn Burgos Learning Area: Mathematics

Time and Date,: Monday (10:00am-11:00am) Quarter: 4th Quarter
I. OBJECTIVES
A.Content standard The learner demonstrates understanding of key
concepts of probability.
B.Performance Standard The learner is able to formulate and solve
practical problems involving probability of simple
events.
C.Learning Competecy/ Learning Objectives At the end of 1 hour discussions, the grade 8
students will be able to achieve with atleast 75%
proficiency level of the following:
1. Define the probability of simple event.
2. Calculate the probability of simple event
and,
3. Relate the concept of simple event to
real-life situations.

Finds the probability of simple event (M8GE-IVh-

1)

Values: Active participation

II. CONTENT Finding the Probability of Simple Events
III. LEARNING RESOURCES
A. Reference
1. Teacher’ Guide page Teaching Guide in Mathematics 8 pg. 595-639
2. Learner’s Materials page Math 8 Quarter 4- Module
3.Textbook pages
4. Additional Materials from Learning
Resources

IV.PROCEDURES Teacher’s Activity Student’s Activity

Preliminary
Activities
1. Prayer/Greetings
“May I request everyone to please stand
for a prayer. Raniel, please lead the Raniel: Let us vow our heads and feel
prayer.” the presence of the lord. In the name of
the father, the son and the holy spirit.
Our father…Amen.,”
2. Setting “Good morning class!”
classroom “Good morning Ma’am!”
environment “Before you take your seat, please pick the
pieces of papers under your chairs and put
it in the trash bin.”
(Students are picking papers under their
chairs)
“Are you done?”
 “You may now take your seat” “Yes Ma’am “

Good morning again, how are you today?” Thank you, Ma’am,

“That’s great! Did you all had eaten your “We are fine, Ma’am!”
snacks?”

“That’s great to hear!” “Yes Maam”

3.Checking of
attendance “So let us check first your attendance. Class
monitor who are absent today?”

Very good ! Give yourselves a wow clap! Do Class monitor: “I am happy to inform
you know how to do the Wow clap?” you Ma’am that there are no absent
today.”
“Okay all together!”

Clap 3x
Stomp 3x “Yes Ma’am !”
Wow!

4.Addressing “Are you all comfortable with your seat? “

student’s needs Clap 3x
Stomp 3x
“Can you hear my voice clearly and loudly WOW!
specially students on the back, can you
hear me?”
“Yes Ma’am !”

5.Classroom rules “Before we proceed to our discussion, I

want to remind you class to please strictly
follow our classroom rules.
Can you all state our classroom rules?” (Students at the back): “Yes Ma’am “

“1. No talking/chitchatting with the

seatmate when the teacher is discussing
in front otherwise you’ll be the one who
4. Checking of will discuss in front.
assignment “Very good, now do we have an assignment
“ 2.Be participative during class
discussion.
“Okay pass your assignments. I’ll be the
one who will check it later. ” 3. Respect each other.”

“Yes Ma’am !”
A.Reviewing “Now, let’s test your speed and accuracy by
previous lesson having a quick drill. Prepare your pen and “Yes Ma’am !”
/Presenting the your paper and get ready to answer. Is it
lesson clear?”
(ELICIT)
Drill: Express each fraction in lowest terms:

a.) 4/10=
b.)3/9=
c.)12/15=
d.)17/19=
e.)25/100=

“All you have to do is to simply express

each fraction in lowest terms. I will give you
15 seconds to answer. Are you ready
class?”
“Yes Ma’am !
“Okay, in 3,2,1 you may now start!”

(After 15 seconds)
(Students start answering)
“Times up! Do you think you got all 5 items
correct? “

“Let’s now check! We have…”

a.)4/10= 2/5 “Yes Ma’am !”

b.)3/9= 1/3

c.)12/15= 4/5

d.)17/19= 17/19

e.)25/100= ¼

“Did you all got a perfect score?”

“Congratulations! Give yourselves a very “Yes Ma’am !”

good clap! Altogether..”

Clap3x
Stomp3x
“Now that I know that you are fast and Very good 3x
accurate, let us have a quick review on
finding the number of outcomes in the
following events. What I will be doing is I
will give you an experiment and all you
have to do is to find the number of
outcomes within 5 seconds. Are you all
ready?”

“Okay let’s start!” “ Yes Ma’am !”

1.Rolling a die

“What is your answer?” (Answers within 5 seconds)

“Is 6 is the answer? Why? “Six Ma’am !”

“Yes Jeffrey “ (Jeffrey raised his hand)

Jeffrey: “The answer is 6 because there

“Very good! Next.” are 6 possible outcomes in rolling a die
Ma’am !”
2.Drawing a card from a standard deck.

“What is your answer?”

“Why did you came up with that answer? “ Fifty-two Ma’am !”

Marlyn?

“Very good ! Next!” Marlyn: “The answer is 52 because there

are 52 cards in a standard deck Ma’am.
3. Tossing two coins.

“What is your answer?”

“Why?”
“ Four Ma’am!”
“Yes Raniel”
(Raniel raised his hand)

Raniel:“Because tossing a coin has two

“Very Good! Next!”
possible outcomes and tossing another
4. Tossing a coin and rolling a die.
coin has also two outcomes . So 2
multiplied by 2 is 4!”
“What will be your answer?”

“Why?”

“Okay Mimme”
“ Twelve Ma’am !”

“Very Good! Next, this will be the last
item.”
5.Tossing a coin and drawing a card from a
standard deck.
(Mimme raised her hand)
Mimme: “Because tossing 1 coin has
two possible outcomes and rolling a die
has 6 possible outcomes. So 2 multiplied
by 6 is equal to 12!”

“What will be your answer?”

“Why?How did you come up with that

answer? Yes Jamil?”

“ One hundred four Ma’am!”

“Very Good ! If you got 5 points out of 5 Jamil: “Because tossing a coin has two
then that means that you definitely know possible outcomes and drawing a card
how to solve the total number of outcomes from standard deck has 52. So 52
in an experiment.” multiplied by 2 is equal to 104!”

“Give yourselves 5 claps!”

Clap 5x

B. Establishin Now, at this point let’s have an activity. I

ga want you to study this figure.
purpose
for the
lesson
(ENGAGE)

“I will be giving you statements and you

have to identify whether each given
statement is , unlikely, even chance , likely
or certain to happened. I have there
emoticons which you will use to identify
each given statement.”

😠 – Impossible

☹️- Unlikely

😂- Even Chance

😄- Likely
“Yes Ma’am!”

🥰- Certain
“Do you understand class?”

“Okay so here are the statements:

1.There is 50% chance that I will win the (Raising 😂Emoticon)

game. “ Even chance Ma’am!”

“Is it Impossible unlikely, even chance,

likely or certain class? Raise the emoticons
that represents your answer.”
“Correct! Why does this statement is an
Even chance Marlyn?
Marlyn: Because based from the
statement Ma’am , the key word there is
50% chance . And by looking in the
figure the ½ or 50% is labeled as Even
chance . So the answer Ma’am is Even
chance.”

“Very well said Marlyn!”

“Next statement”

2.A man can be pregnant.

“What is your reaction to this statement?” (Students are raising 😠 emoticons)

“ Impossible Ma’am!”

“Very Good! It is Impossible for a man to be

pregnant
Next statement .”

3.The weather forecast gives 25 % chance

of rain tomorrow.

“Is it Impossible, unlikely, even chance,

likely or certain class? Raise the emoticons
that represents your answer.”
“Very Good , because it states the weather (Students are raising ☹️emoticons)
forecast is 25% and if we look at the figure “Unlikely Ma’am!”
the 25% or ¼ is labeled as unlikely .”

“Okay next statement”

4.. The chance that Jay is chosen to

represent his class in the Student Council is
75%.

“Is it Impossible, unlikely, even chance,

likely or certain class? Raise the emoticons
that represents your answer.”

“Why? Ah Jamil? (Students are raising 😄 emoticons)

“It is likely Ma’am ! “

Jamil: “Just like what we did to the

“Very Good Jamil! Okay last statement “
5. The heart is beating.
previous statement Ma’am. The
statement says Jay has a 75% chance to
be chosen. And when we look in the
figure the 75% or ¾ of a circle is labeled
as Likely.”

“Is it Impossible, unlikely, even chance,

likely or certain class? Raise the emoticons
that represents your answer.”

“Very good , The heart is certainly beating

because when it stops, we are going to die.
When we say certain the possible chance to
happen is 100%.”

“Okay give claps to everyone “ (Students are raising 🥰emoticons)

“Certain Ma’am!”

(Clapping)
C.Presenting “From the activity we just had, how do you An event is said to occur as a result of an
examples/Instance describe the certainty of an event?” experiment if it contains the actual
s of the new lesson outcome of that experiment. Individual
“Yes Raniel?” outcomes comprising an event are said
to be favorable to that event. Events are
assigned a measure of certainty which is
“Very good , In our daily life, we always called probability (of an event.)
make decisions even if we are not certain
of the outcomes. Most of the time, we are
taking chances despite not knowing the
possible results or consequences. This
certainty or uncertainty is what we call
probability.

“So our topic for today class is Probability

of Simple Events”

“But before we proceed , please read the

lessons’ objectives. Altogether…”

“At the end of the lesson , you are

expected to:
1.Describe the probability of simple
“Very good!” event,
2.Calculate the probability of simple
event, and
3.Relate the concept of probability of
simple event to real-life situations.”

D.Discussing new “Okay class let us define first what is

concepts and Probability.”
practicing new
skills #1 “Do you have any idea what is Probability?’
(EXPLORE)
“Yes Marlyn”
Marlyn: “In my opinion Ma’am,
probability is the chance that a certain
outcome may occur.”
“Very Good”

“Okay so Probability, everybody read the

definition”
“Probability is the measure of
“ So since many events cannot be predicted estimation of hoe likely it is that an
with absolute certainty, the probability event will occur.”
helps to predict the likelihood of an event
to occur, so it is the ration of the number of
favorable events to the total number of
events in an experiment.”

“What is an experiment? Anybody from the

class?”

“Yes Mimme “

Mimme:” Experiment is any activity that

“Very good , Experiment is any activity that can be done repeatedly whose results
can be done repeatedly whose results vary vary even conditions are the same.”
even conditions are the same. Experiment
has a well-defined set of possible
outcomes, known as the sample space.”

“What are those examples of experiment in

a probability?”
Jeffrey: “ Rolling a die Ma’am !
“Very good ! Another”

“Correct! Another” Raniel: “Tossing a coin Ma’am.”

“Very good! Another” Marlyn: Drawing a standard deck

Ma’am!”

Jamil: Random Selection spinners

Ma’am”
“Very good !”

“Presented here is the probability line

showing the probability of an event.”

“Probabilities are written as fractions or

decimals from 0 to 1 or as percent from 0%
to 100%. The higher an event‘s probability,
the more likely that the event is to happen.

“Do you want an activity class?”

“Yes Ma’am !”
“Okay let’s have an activity!”

“Our activity is True or False. I will be giving

some statements and all you have to do is
Clap if the statement is True and shake
your body if otherwise. Do you
understand?”

Okay let’s start!

1.A 7 turning up in a rolling a die once has a

100% probability chance.

“Is it true or false?”

(The students are shaking their body)
“False Ma’am!”
“Okay Very good!”

2. Theoretical Probability is an approach

that bases the probability on the possible
chances of something to happen. (The students are clapping)
“True Ma’am “
“Very good!”

3.If an event has a probability of 1, or

100%, then the event is certain to happen.

“Very good! Next statement “

“True Ma’am!” (The students are
4.If an event has a probability of 0.75 or clapping)
75%, then the event has the same chance
or even chance to happen or not to
happen.

“Very good!” (The students are shaking their body)

“False Ma’am!
5. The higher an event‘s probability, the
more likely that the event not to happen.

“Very good class! Give yourselves a round

 of applause!” (The students are shaking their body)
“False Ma’am!”

E. Discussing new
concepts and “Now let’s discuss what is Probability of an
practicing new event.”
skills#2
“Do you have an idea class?”

“Yes Raniel!” “A simple event is one that can only

happen in one way.”

“Very Good! So in other words a simple

event has a single outcome. If we consider
our previous example of tossing a coin: we
get one outcome that is a head or a tail.”

“To find the probability of an event we

have here the formula.”

Or in symbol, P(E)= n(E)/n(S).”

“Example 1- Probability in Experiment

Involving Coin

If you flip a coin once, what is the

probability of getting a head?

Solution:

When you flip a coin once, there are two

possible outcomes, either a head or a tail.
So, to calculate the probability of getting a
head, we use the formula for getting the
probability of simple events.

P(E)= n(E)/n(S)
where: P(E) is the probability of the event
(H).
n(E) is the number of getting a head.
N(S) is the total number of possible
outcomes.
So, the probability of getting a head in
flipping a coin once is ½.”
“Did you get it class?” “Yes Ma’am !”

“Okay let’s have another example.”

Example 2:

If you draw a card on a standard deck ,

what is the probability of getting Ace cards?

“Can anyone in the class can answer?

“Yes Marlyn?”
“ The number of ace card are 4. And the
number of cards on a standard deck is
52 Ma’am.

So , P€= n(E)/n(S)
= 4/52
=1/13”

“Wow very good Marlyn!”

“To further understand the concept of

probability of a simple event. Lets have an
activity! Are you all excited?”
“Yes Ma’am !”

“Our activity is called Wrecking ball. Are

you familiar with the word wrecking ball? “
“Yes Ma’am, it is a song of Miley Cyrus!”

“Okay you are right. So, lets divide the class

into two . Every body count off 1-2 starting (Students are counting off 1-2)
here in the left side.”

“Are you done?” “Yes Ma’am “

“Okay go to your respective group.”

“Everybody listen! I had prepared two

basin for group 1&2.Each basin contains
small balls with different color. Each basin
has the same quantity and colors of balls
inside .
“
 “Are you still with me?”
“Yes Ma’am!
“How many balls are there?” “There are 10 balls Ma’am! 1 Red, 2
Blue, 3 Yellow and 4 Green”

“Okay so here’s the direction, I will be

asking you questions regarding to the balls
inside the basin . To answer my question,
you have to or you need 1 person to race
here in the front and write the answer in
the board. Note that you have to wait for
my cue before you race here in front. Are
we all clear?” “Yes Ma’am!”

“Are you all ready?! “We are all ready Ma’am!”

Questions:
1.What is the probability of getting a red Students answers:
ball in the basin? 1.)1/10
2. What is the probability of getting Blue
ball in the basin? 2.)2/10 or 1/5
3.what is the probability of getting green
ball in the basin? 3.)4/10 or 2/5
4. What is the probability of getting yellow
ball in the basin? 4.)3/10
5. What is the probability of getting red,
blue and yellow balls in the basin? 5.) 5/10 or ½

End of activity

“Did you all enjoyed our activity? “

“Yes Ma’am!”
F.Developing “Okay try to answer this in your seats , after
Mastery (Leads to you answer all the items let’s find out if
formative your answers are correct. Ready your pen
assessment). and paper.I will only give you 2 mins to
EXPLAIN answer.”

“Are you all ready?”

“Yes Maam!”
Directions: Read the given situation
carefully and answer what is asked.
 A. Given the spinner at the right, if it is
spun once, compute the probability
that it will land on:
1. a number 5
2. a number less than 8
3. an even number divisible by 4

B.Your bag contains 3 chocolate candies, 5

orange candies and 7 durian
candies. If one candy is drawn at random
from the bag, find the probability of
getting:

1. Durian candy
2. Chocolate candy
3. Durian or Orange candy

“Are you done class?”

“Yes Ma’am !”

Student’s output:
A. 1. 1/8
2. 7/8
3. 2/8 or ¼

B. 1. 7/15
2. 1/5
3. 4/5

“Did you got all items correct?”

“Yes Ma’am !”
“Very good ! Give yourselves a round of
applause!”

Students are clapping

G. Making “Again class, What is Probability?” “Probability is the measure of

generalization and estimation of how likely it is that an
abstraction about event will occur.”
the lesson. “Alright! Probability is the measure of
(ELABORATE) estimation of how likely it is that an event
will happen.”
 “Probabilities are written as fractions or
decimals from 0 to 1 or as percent from 0%
to 100%. The higher an event‘s probability,
the more likely that the event is to
happen.”
“There are three different types of
Probability, what are those class?”
“Subjective Probability”
“Experimental Probability “
“Very good class! What is Probability of a “Theoretical Probability “
simple event?”
“Probability of a simple event is one that
“Very good! How do we calculate the can only happen in one way.”
probability of a simple event?”

“By using the formula Ma’am!”

“Very good class! What is the formula to
calculate the probability of simple event?”

“P(E)= n(E)/n(S)

Where: P(E) is the probability of the

event (H).

N(E) is the number of getting a head.

N(S) is the total number of possible

outcomes.”
“Wow ! I love the energy! Give yourselves a
round of applause!”
(Students clapping)

H. Finding practical “Probability of an event can be applied in

applications of real life, from tossing a coin before the
concepts and skills game started to weather forecasting ,
in daily living . lottery and many more. I have here an
example of problem involving probability of
simple event. Let’s try to answer it.”

Activity. Involve Me!

Philippines is facing a COVID-19 pandemic

which prompted DepEd to change their
learning modalities to cater the students‘
need and safety as well. In Pag-Asa
National High School, teacher Angel is a
grade 8 adviser. She conducted a survey on
on all of her 50 students regarding their
most preferred learning modalities on
 which the students can choose (a) Online
learning; (b) Modular; (c) Face to face; and
(d) Blended learning. After the survey, the
following results were obtained:

“Okay, So how many grade 8 students

“Fifty Ma’am!”
answered the survey?”

“Very good , there are 50 grade 8 student

who answered the survey.”

“What is the least preferred learning

Jamil: “The most preferred learning
modality? Most preferred?”
modality is modular and the least is
online learning.”
“Correct!”

“So, If a student is chosen at random, what

is the probability that he/she prefers Online
learning?

“Yes Raniel?”
Raniel: Ahm 3/50 Ma’am because the
number of favorable outcomes is three
and then divide it with the number of all
possible outcomes is 50.”
“Very good”

“If the student is chosen at random, what is

the Probability that he /she prefers
modular learning?”

“Yes Jeffrey?”

“30/50 Ma’am or 3/5”

“Okay , Very good!”

I.Evaluating “Do you have any questions and “None Ma’am ”

learning clarification class?”
(Evaluation)
“So I guest the probability of you passing
this quiz is certain! Am I right class?” “Yes Ma’am!”

“Okay get ¼ sheet of paper and answer

this”

Directions: Answer each of the following

items accurately. Write the letter of the

Correct answer on a separate sheet of

paper.

1.What is referred to as the likelihood or

chance that an event will happen or
Occur?

A. Event
B. B. Experiment
C. Probability
D. Outcome

2. There is 7/10 chance of rain today. How

is this probability written in decimal form?

A. 0.007
B. 0.07
C. 0.7
D. 7.0

3. If the spinner is spun once, what is the

probability that it will land not on B?

A. 3/8
B. 5/8
C. 3
D. 5

4. A module reproduction team has 9 male

and 6 female members. If every
member is equally likely to be elected as
the chairperson of the team, what is the
probability of electing a male?

A. 3/5
B. 2/5
C. 2/3
D. 5/2
5. Carlo is asked to choose a number from
1 to 20. What is the probability of choosing
a number that is divisible by 5?

A. 80% B. 60% C. 40% D. 20%

6. A fair die is rolled once. What is the

probability that the number turning up is
not divisible by 3?

A. 5/6
B. 1/6
C. 1/3
D. 2/3

7. Jessa asked her 30 classmates of their

most favorite snack. The results were 10
students chose banana cue, 5 chose
cassava cake, and 15 chose pan
cake. What is the probability that a chosen
classmate prefers banana cue?

A. 1/3
B. 1/2
C. 3/4
D. 1

8. Marie‘s pencil case contains 7 blue

pencils, 8 yellow pencils and 3 red pencils.
If a pencil is randomly chosen from the
case, what is the probability
of getting a blue or yellow?

A. 7/18
B. 5/6
B. 4/9
D. 1/6

9. A large box contains 365 tickets, one for

each day of an ordinary year.
Suppose one ticket is selected at random,
what is the probability that the selected
day is in December?

A. 30/365
B. 6/73
C. 31/365
D. 12/365
 11. Drawing a card from a deck of 52 cards,
what is the probability of picking neither a
heart nor an ace?

A. 35/52
B. 9/13
C. 37/52
D. 35

“Are you done class?”

“Pass your paper”

“Yes Ma’am!”

(Students Output)
1. C
2. C
3. B
4. A
5. D
6. D
7. A
8. B
9. C
10. B

J. Additional “Here is your assignment. Copy this in your

activities for notebook.”
application or
remediation
(EXTEND)
V.Remarks The students are able to meet the standard percentage of learning.
And so far , the discussion of the lesson is successful and will no
longer require to rediscuss the lesson.
VI.Reflection
A. No. of learners All learners earned 80%.
who earned 80%
on the formative
assessment
B. No. of learners None
who require
additional
activities for
remediation
C. Did the
remedial lessons
work? No. Of
learners who
have caught up
with the lesson.
D. No. of learners None
who continue to
require
remediation.
E. Which of my Activities
teaching
strategies
worked well?
Why did these
work?
F. What None
difficulties did I
encounter which
my principal or
supervisor can
help me solve?
G. What PPT, flashcards, digital quiz
innovation or
localized
materials did I
use/discover
which I to share
with other
teachers.

Prepared by: Checked by:

 Rendelyn Burgos Chino C. Pijo, MaEd
(Pre-Service Teacher) (Instructor)