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MATHEMATICS
Quarter 4 – Module 6
Basic Concepts of Probability

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Mathematics – Grade 8
Alternative Delivery Mode
Quarter 4 – Module 6: Basic Concepts of Probability
Second Edition, 2021

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Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Cherry Mae M. Sumayo
Editors: Nida Barbara I. Suasin, Frances D. Pinili, Queenie Moriones, Ma. Theresa Tolentino,
Elenita S. Ampalayo, Elizabeth A. Calumba, Noralyn A. Dumogho

Reviewers: Maricel T. Tropezado, Maria Fatima M. Emperado

Layout Artist: Frances D. Pinili, Noralyn A. Dumogho
Management Team: Senen Priscillo P. Paulin, CESO V Elisa L. Baguio, Ed. D.
Joelyza M. Arcilla, Ed.D., CESE Rosela R. Abiera
Marcelo K. Palispis, JD, Ed. D. Maricel S. Rasid
Nilita S. Ragay, Ed. D. Elmar L. Cabrera

Printed in the Philippines by ________________________

Department of Education –Region VII Schools Division of Negros Oriental

Office Address: Kagawasan, Ave., Daro, Dumaguete City, Negros Oriental

Tel #: (035) 225 2376 / 541 1117
E-mail Address: [email protected]

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Introductory Message

This Self-Learning Module (SLM) is prepared so that you, our dear learners,
can continue your studies and learn while at home. Activities, questions, directions,
exercises, and discussions are carefully stated for you to understand each lesson.

Each SLM is composed of different parts. Each part shall guide you step-by-
step as you discover and understand the lesson prepared for you.
Pre-tests are provided to measure your prior knowledge on lessons in each
SLM. This will tell you if you need to proceed on completing this module or if you
need to ask your facilitator or your teacher’s assistance for better understanding of
the lesson. At the end of each module, you need to answer the post-test to self-
check your learning. Answer keys are provided for each activity and test. We trust
that you will be honest in using these.

In addition to the material in the main text, Notes to the Teacher are also
provided to our facilitators and parents for strategies and reminders on how they can
best help you on your home-based learning.

Please use this module with care. Do not put unnecessary marks on any part
of this SLM. Use a separate sheet of paper in answering the exercises and tests.
And read the instructions carefully before performing each task.

If you have any questions in using this SLM or any difficulty in answering the
tasks in this module, do not hesitate to consult your teacher or facilitator.
Thank you.

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 What I Need to Know

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to process
the contents of the learning resource while being an active learner.

The module is intended for you to illustrate an experiment, outcome, sample space
and event and to count the number of occurrences of an outcome in an experiment: (a) table,
(b) tree diagram, (c) systematic listing and (d) fundamental counting principle

What I Know

Find all the possible outcomes of the following and choose the correct answer.

1. Picking a number from 1 to 4 and choosing the color red, green, or yellow.
A. 6 B. 9 C. 12 D. 24

2. You have a choice of 2 colors of pants, 3 colors of shirts, and 2 kinds of shoes. How many
different outfits can you wear?
A. 4 B. 13 C. 7 D. 12

3. Christmas sweatshirts come in three sizes and six colors.

A. 18 outcomes B. 9 outcomes C. 24 outcomes D. 36 outcomes

4. A number cube is rolled three times.

A. 36 outcomes B. 216 outcomes C. 18 outcomes D. 66 outcomes

5. A number cube is rolled and a number card is drawn from cards numbered 1-14.
A. 146 outcomes B. 14 outcomes C. 84 outcomes D. 20 outcomes

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 Lesson Illustrating the Permutation of Objects

1. Are those words familiar to you?

2. What particular topic comes to your mind when you see the words in the illustration?

3. What qualitative terms can be used to express probable occurrences of events in a

man’s life?

4. How else can the possible occurrence or likelihood of an event be expressed?

5. Based on the illustration, how do you define probability?

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 What’s In

Use the illustration below to answer the following questions correctly.

1. How many shirts are there? ______________

2. How many pairs of short pants are there? _______________
3. How many pairs of long pants are there? _______________
4. If you will attend a party, how many choices are possible? ______________
5. If you are going to attend the mass with your family, how many possible outfits could you
choose from? _______________

What’s New

THINK OF ME!
How is the number of occurrences of an event determined?
How does knowledge of finding the likelihood of an event help you in your daily life?

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 What is It

Probability is the chance that something will happen. Events cannot be predicted with total
certainty. We can say, “How likely they are to happen.”

Probability Experiment is a chance process that leads to a well-defined result called an

outcome.

Examples: Flipping a coin

Rolling a die

Outcome is the result of a single trial of an experiment.

Experiment Outcome
Flipping a coin Head (H)/ Tail (T)
Rolling a die 1/2/3/4/5/6

Sample space is the set of all the possible outcomes or sample points.

Sample point is just one of the possible outcomes.

Experiment Sample Space Sample Point

Flipping two coins HH, HT, TH, TT HH
Rolling a die 1, 2, 3, 4, 5, 6 5
Rolling a coin and a die H1, H2, H3, H4, H5, H6 T3
simultaneously T1, T2, T3, T4, T5, T6
Drawing a card from a 13 Diamonds, 13 Hearts, 13 Spades, Queen of Hearts
deck of 52 cards 13 Clubs (Ace, 2, 3, 4, 5, 6, 7, 8, 9,
10, Jack, Queen, King)

Now, let’s count the number of occurrences of an outcome in an experiment.

Problem: Find the possible outcomes of flipping a one-peso coin and a tossing a
die.

A. Table

1 2 3 4 5 6
Head H1 H2 H3 H4 H5 H6
Tail T1 T2 T3 T4 T5 T6

Sample Space: S = {H1, H2, H3, H4, H5, H6, T1, T2, T3, T4, T5, T6}
So, there are 12 possible outcomes.

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B. Tree Diagram

Answer: Sample Space: S = {H1, H2, H3, H4, H5, H6, T1, T2, T3, T4, T5, T6}

C. Systematic Listing

Flipping a coin: {Head, Tail}

Tossing a die: {1, 2, 3, 4, 5, 6}

Sample Space: S = {H1, H2, H3, H4, H5, H6, T1, T2, T3, T4, T5, T6}
Therefore, there are 12 possible outcomes.

D. Fundamental Counting Principle

“If a first experiment can be performed in M distinct ways and a second experiment
can be performed in N distinct ways then the two experiments in that specific order M first
followed by N can be performed in M x N distinct ways”

Tossing a coin has 2 possible outcomes…H or T

Rolling a die has 6 possible outcomes… 1, 2, 3, 4, 5, 6

The Counting Principle tells that the total outcomes of experiment 1 followed by
experiment 2 can be found by multiplying the number of ways each experiment can happen.

The two experiments together tossing a coin then rolling a die have 2 x 6 = 12
possible outcomes.

Answer: 12 ways

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 What’s More

Problem 2. Joe has 7 shirts, 4 pairs of pants and 2 pairs of shoes. He needs to make
an outfit containing one of each item. How many different outfits are possible? (We
assume that one different item makes a different outfit)

This is a Counting Principle problem. It has three “experiments” as opposed to 2. The

Counting Principle can be extended to any number of experiments.

Experiment 1: select a shirt (7 possible outcomes)

Experiment 2: select a pair of pants (4 possible outcomes)
Experiment 3: select a pair of shoes (2 possible outcomes)

Answer: 7*4*2 = 56 different outfits

What I Have Learned

Based from what you have learned in this lesson, use the sentence starters below and finish
the given lines.

I have learned that ________________________________.

I have realized that _____________________________________________.

I will apply ________________________________________________________.

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 What I Can Do

Write a report of your own 3 real-life examples of probability and explain each.

Rubric for Individual Report

20 15 10 5
Representation It is complete, It is complete It is complete It is incomplete
of Data and organized and and organized but disorganized and disorganized
Explanation clear

Assessment

Answer the following problems and use either of the methods (table, tree diagram,
systematic listing, and counting principle) in finding the possible outcomes.
1. You have 5 shirts, 3 pairs of pants, and 4 pairs of shoes. You need to make an outfit
containing one of each item. How many different outfits are possible? (We assume that
one different item makes a different outfit.)
2. Shan is going to purchase a new car. The car has 5 exterior color choices, 2 interior color
packages, and 2 engine options. How many different cars are possible?
3. How many possible outcomes are there if you is flip two coins and roll a die?
4. Ann is flipping a coin and rolling two dice. How many outcomes are possible?
5. A one-topping pizza comes in three sizes with thin or thick crust and a choice of seven
toppings. How many different pizzas are possible?

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 Additional Activities

You go to a restaurant to buy food and drink for your breakfast. The menu says, for
food: pancakes, waffles, or home fries, and for drinks: coffee, juice, hot chocolate, and tea.
How many different choices of food and drink do you have? Illustrate the choices by using
the table below.

Food/Drinks Coffee Juice Hot Chocolate Tea

(C) (J) (H) (T)
Pancake (P) PC PT
Waffles (W) WJ
Fries (F) FH

a. How many choices for food are there?

b. How many choices for drinks are there?
c. By counting, how many different choices of food and drink do you have?

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 Answer Key

What I Know What’s In What’s New

1. C 1. 2 Answers may vary.

2. D 2. 2
3. A 3. 2
4. B 4. 8
5. C 5. 4

Assessment Additional Activities

Food/Drinks Coffee (C) Juice (J) Hot Chocolate Tea (T)

1. 60 outfits (H)
Pancake (P) PC PJ PH PT
2. 20 cars Waffles (W) WC WJ WH WT
Fries (F) FC FJ FH FT
3. 24 outcomes
4. 72 outcomes a. 3
5. 42 pizzas b. 4
c. 12

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References
Books:
Abuzo, Emmanuel P., et. al. 2013. Mathematics 8 Learner's Module. Book Media Press, Inc.
Abuzo, Emmanuel P., et. al. 2013. Mathematics 8 Teacher's Guide. Book Media Press, Inc.

Websites:
CK-12. 2016. Calculating Outcomes. June 16. Accessed March 20, 2021.
https://www.ck12.org/book/ck-12-middle-school-math-concepts-grade-
8/section/11.2/.

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For inquiries or feedback, please write or call:

Department of Education – Schools Division of Negros Oriental

Kagawasan, Avenue, Daro, Dumaguete City, Negros Oriental

Tel #: (035) 225 2376 / 541 1117

Email Address: [email protected]
Website: lrmds.depednodis.net

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