i GRADE 1 to 12
DAILY LESSON Teacher
LOG
Teaching Date
I. Objectives
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
II. Content
III. Learning Resources
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Resources from
Learning Resources (LR) Portal
B. Other Learning Resources
IV. PROCEDURES
Classroom Management:
School CALAMBA INTEGRATED SCHOOL Grade Level EIGHT
SOPHIA MARIE A. CASTILLO Learning Area MATHEMATICS 8
June 20-23, 2019 Quarter FOURTH
The learner demonstrates understanding of key concepts of probability.
The learner is able to formulate and solve practical problems involving probability of
simple events.
At the end of the lesson, the learners will be able to: M8GE-IVf-1 (MELC 48)
 define probability;
 determine the basic concepts of probability;
 illustrate an experiment, outcome, sample space and event; and
 value the importance of an experiment, outcome, sample space and event in a real-
life situation.
Introduction to Probability
[Tagalog] Intro to Probability: Experiment, Outcome, Sample Space, Event
#Mathematics8 #4thQuarter
By Native Man Math Tutorial
https://www.youtube.com/watch?v=zYdawN7a3-
E&ab_channel=NativemanMathtutorial
(Accessed Date: June 10, 2023)
Grade 8 Mathematics Quarter 4 Self-Learning Module: Illustrating an Experiment,
Outcome, Sample Space and Event
By DepED
https://depedtambayan.net/grade-8-mathematics-module-illustrating-an-experiment-
outcome-sample-space-and-event/
(Accessed Date: June 11, 2023)
 TEACHER’S ACTIVITY STUDENT’S ACTIVITY
A. Preliminary Activities (3 minutes)
1. Prayer 1. Prayer
 “May I request Althea to lead our prayer.” (The student will lead the prayer)
2. Greetings 2. Greetings
 “Good morning Grade 8 Euler.”  “Good morning, Ma’am Castillo”
 “How are you today, class?  (The students will express what they feel today.)
3. Checking of Attendance 3. Checking of Attendance
 “Given, how many of your classmate is present and  (Given will tell the number of present and absent for
absent for our today’s class?” today’s class.)
4. Setting of Standards 4. Setting of Standards
 “Class before we start our lesson for today, please be
reminded of our classroom safety protocols and
classroom rules."
Safety Protocols:
1. Wear a mask.
2. Social distance
3. When sick, stay home.
4. Wash your hands.
Classroom Rules:
1. Sit properly on your respective seats.
2. Turn off your mobile phone and place it inside your
bag.
3. Raise your hand if you have a question or want to
answer.
4. Stay focused and disciplined.
“Are we clear?" “Yes ma’am”

TEACHER’S ACTIVITY STUDENT’S ACTIVITY

Relate each illustration below with your day-to-day activities.
Fill in the blanks with the correct words that would make the
following sentences meaningful.

1. To God, nothing is _________. Ma’am the answer is:

2. Now is your ____________ to change for the better. 1. impossible
2. chance
3. I’m ___________ that you can do better than what is
3. certain
expected of you.
4. 4-in-5 chance
4. Given the chance to win in the Math Contest, I prefer
5. even
the ____________.
5. You and I have ___________ chance to succeed in life.

 Good job class!

A. Review/Recall
B. Presentation of the Lesson (Establishing New Lesson)

TEACHER’S ACTIVITY
What is probability? STUDENT’S ACTIVITY
 “May I call __________ to read the definition of (The student that is being called will read the definition of
probability. probability.)

“Probability is a branch of mathematics that deals with

uncertainty. Probability is a measure or estimation of how
likely it is that an event will occur.
The chance that something is going to happen and which can
be expressed as a fraction, decimal or a percent.”

 “This is a probability line; it is a line that shows

probabilities and how these probabilities relate to
each other.”

The probability or chance that an event will happen can be

described by a number between 0 and 1:
• A probability of 0, or 0%, means the event has no chance
of happening.
• A probability of 1/2, 0.5, or 50%, means the event is just
as likely to happen as not to happen.
• A probability of 1, or 100%, means the event is certain to
happen.

(Let the student Determine the likelihood of an event given a

probability: impossible, unlikely, 50% chance, likely or certain.)
GUESS ME!
Determine the likelihood of an event given a probability:
impossible, unlikely, 50% chance, likely or certain. Ma’am the answer is:
1. There are 7 days in a week. 1. Certain
2. It will snow in Calamba. 2. Impossible
3. My next adviser in Grade 9 is a boy. 3. 50% chance
4. Getting at least two in rolling a die. 4. Likely
5. Getting heart in a deck of cards. 5. Unlikely

 “Very good class! Now that you have an idea about

probability, let us now proceed with the basic
concepts of probability.

C. Presentation of examples/instances of new lesson

 TEACHER’S ACTIVITY
DEAL OR NO DEAL
In this game you will have a chance to choose one suitcase. STUDENT’S ACTIVITY
Each suitcase has corresponding questions with equivalent
stamps. The student who will be able to answer it correctly will (Student who will participated will choose a suitcase and
have the chance to claim the stamp. Your classmate can get proceed to the game.)
the chance to steal if the question given is not answered
correctly.

 “Ma’am, SPIN WHEEL.”

 “Ma’am, COIN.”

 “Ma’am, DICE.”

 Very good class!

D. Discussion of new concept and practicing new skills #1


TEACHER’S ACTIVITY
 “The first one is an experiment.”
 “Please read the definition of experiment, ________.”
Example:
1. Flipping a coin
2. Rolling a die
 “The possible result in an experiment is called
outcome.”
 “From the given example of the experiment, can you
give what are the outcomes?”
Experiment
1. Flipping a coin
2. Rolling a die
 “Please read the definition of sample space, _______”
Using the example above:
 1. “What is the sample space in flipping a coin?”
 “How about the number of sample space?”
 “How about in rolling a die class, can you give me the
sample space?”
 “Very good class! Now, let’s proceed to the next term
in probability, the sample point.”
 “What is the sample point in flipping a coin?”
 “In rolling a die, can you give a sample point?
 Excellent! Okay let’s proceed to the next concept.
 “Please read the definition of sample space, _______”
 “What is the event of getting a head (H ) when
flipping a coin?”
 ” How about the event of getting an even number in
rolling a die?”
STUDENT’S ACTIVITY
(The student is being called will read the definition of
experiment.)
“Experiment is a process that has a number of distinct possible
outcomes in which the result cannot be predicted with
certainty.
It can be in the form of making observations or taking
measurements. It is also a process of repeating an activity
whose outcomes are limited to well-defined choices.
(The students will give the outcomes.)
Outcome
Head (H) or Tail (T)
Any number from 1 to 6
(The student is being called will read the definition of sample
space.)
Sample space all possible outcomes of an experiment. It is
denoted by “ S”. While the “number of sample space” is
denoted by n(S) . It is also written in a set notation {} .
 Ma’am, “The sample space in flipping a coin is
S={head , tail }.”
 Ma’am, “n(S)=2”.
 Ma’am, “The sample space (S) in rolling a die is
S={1 ,2 , 3 , 4 ,, 5 , 6 }, then n(S)=6.”
(The student is being called will read the definition of sample
space.)
Sample point is an individual outcome in the sample space. It is
one of the possible outcomes.
 Ma’am, “The sample point in flipping a coin is head
(H ) or it can be tail (T ).”
 Ma’am, “The sample point rolling a die is any number
from 1 to 6.”
(The student is being called will read the definition of event.)
Event is any set of one or more possible outcomes, and it is the
subset of sample space.
 Ma’am, “The answer is {H }.”
 “Ma’am, the answer is {2 , 4 , 6 }.”
E. Discussion of new concept and practicing new skills #2

TEACHER’S ACTIVITY STUDENT’S ACTIVITY

 “Okay class, for you to really understand the basic
terms in probability, let’s try these examples.”
Examples:
1. Spin a spinner with colors red, blue, green, yellow,
and violet.
 “What is the experiment?”  “Spin a spinner.”
 “What are the outcomes?”  “Ma’am the outcomes are red, blue, green, yellow,
 “How about the sample space? Again, the sample and violet.
space is the set of possible outcomes. Therefore, it  S={red ,blue , green, yellow , violet }
should be written in a set notation.”

 “Very good class!”

 “Can you give one of the sample points?” (The student will give any element from a sample point.)
 “For the event, what is the event of getting a primary  “ Primary ¿ {red ,blue , yellow }.”
color?”

 “Great job! Let’s try example number 2.”

2. Picking a ball from a box of 10 balls numbered 1-10.

 “What is the experiment?”  “Picking a numbered ball.”
 “What are the outcomes?”  “Ma’am the outcomes are 1, 2, 3, 4, 5, 6, 7, 8, 9, 10.”

 “Give me the sample space for this experiment?”  “ S={1 ,2 , 3 , 4 ,5 , 6 , 7 , 8 , 9 ,10 }”

 “Can you give one of the sample points? (The student will give any element from a sample point.)
 “Okay, very good! You really understand the lesson.”
 “What is the event of getting an odd numbered ball?  “ An odd number={1 ,3 , 5 ,7 , 9} .”
F. Developing Mastery (leading to formative assessment)

TEACHER’S ACTIVITY STUDENT’S ACTIVITY

MATH CHASE!
Five students from the class will play the "Maze Chase"
game. The game will determine the experiment,
outcome, sample space, sample point and event of the
given statement. The objective of the game is to run to
the correct answer while avoiding the enemies, similar to
the "Pac-Man" game.
1. Days in a week {Monday, Tuesday, Wednesday, 1. Sample Space
Thursday, Friday, Saturday, Sunday}
2. King of Spades 2. Sample Point
3. Drawing a black king from a standard deck of cards. 3. Event
4. Rolling an 8-sided die 4. Experiment
5. Head and tail 5. Outcome

G. Application
 TEACHER’S ACTIVITY STUDENT’S ACTIVITY
SEE MY PROB-ABILITY
The class will be divided into 2 groups. Each group will pick
their assigned task. They need to determine the experiment,
outcome, sample space, sample point and event of the given
situation. They have 5 minutes to finish the task. Each group
also will have the representative who will explain their
work/answers.

TASK 1
Carl needs to get a number 6 in rolling a die to win in the game
of snake and ladder.

TASK 2
Ken and Neth are playing cards. Ken needs to draw a card
which is Queen of Hearts to win the game.

TASK 3
The word PROBABILITY is written on a piece of paper and Ella
wants to pick a vowel letter.

TASK 4
Spinning a spinner with colors red (r ), blue (b), green (g)
and yellow ( y ), Aly hopes that it will land on red.

H. Generalization/Abstraction

TEACHER’S ACTIVITY STUDENT’S ACTIVITY

 It is a branch of mathematics that deals with
uncertainty.
 What are the basic concepts of probability?
 Given the examples, tell me some other experiments
that we may encounter inside the school or at your
home.
 “Ma’am the answer is probability.”
 “Experiment, Outcome, Sample Space, and Event.”
(Students will give examples of an experiment that they may
encounter at school or home.)

I. Assessment
 TEACHER’S ACTIVITY STUDENT’S ACTIVITY
QUIZ TIME!
Read the questions carefully and choose the letter of the
correct answer.
1. What is the set of all possible outcomes of an
experiment and is denoted by S?
A. Event
B. Experiment
C. Outcome
D. Sample Space
Answer: D

2. Which of the following probability concept is the

subset of a sample space?
A. Event
B. Experiment
C. Outcome
D. Sample Space
Answer: A

3. What probability concept is being presented in the

situation “Picking a winner randomly at a raffle draw
without looking”?
A. Event
B. Experiment
C. Outcome
D. Sample Space
Answer: B

4. Suppose you roll an 8-sided die, how many possible

outcomes are there?
A. 2
B. 4
C. 8
D. 16
Answer: C

5. What is the event of rolling an odd number on an 8-

sided die?”
A. E = {1, 3, 5}
B. E = {1, 3, 5, 7}
C. E = {1, 3, 5, 6}
D. E = {1, 3, 5, 8}
Answer: B

J. Additional Activities for Application/Remediation

 TEACHER’S ACTIVITY STUDENT’S ACTIVITY
ASSIGNMENT
1. How many possible outcomes are there for the
experiment of choosing rock, paper, or scissors at
random?
2. How many possible outcomes are there for the
experiment of choosing a color of the rainbow at
random? What is the sample space?
3. Write the set for the following event:
“Rolling an odd number on a standard 6-sided die.”

V. REMARKS EULER AMETHYST JADE RUBY SAPPHIRE

MEAN
MPS
HP
AP
LP
n
VI. REFLECTION
A. Number of pupils who earned 80 ___ learners ___ learners ___ learners ___ learners ___ learners
who earned who earned who earned who earned who earned
percent in the evaluation above 80% above 80% above 80% above 80% above 80%
___ learners ___ learners ___ learners ___ learners ___ learners
B. Number of learners who require who require who require who require who require who require
additional activities for remediation who additional additional additional additional additional
score below 80 percent activities for activities for activities for activities for activities for
remediation remediation remediation remediation remediation
C. Did the remedial lesson work? No. of
___ Yes ___ No ___ learners who got caught up in the lesson
learners who got caught up in the lesson
D. Number of learners who continue to
___ learners who continue to require remediation
require remediation
E. Which of my teaching strategy
worked 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 to discover which I
wish to share with the teachers?

Prepared by: Checked by: Noted by:

SOPHIA MARIE A. CASTILLO MAISIE TRIXY S. CALABIA ARLENE M. GARCIA, EdD

Student Teacher Master Teacher I Principal II