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8
Mathematics
Quarter 4 - Module 8
Problems Involving Probabilities of an Event

Department of Education ● Republic of the Philippines

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Mathematics- Grade 8
Alternative Delivery Mode

Quarter 4 –Module 8: Problems Involving Probabilities of an Event

First Edition, 2020

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 Mathematics 8
Quarter 4 - Module 8

(Problems Involving Probabilities of an Event)

Department of Education ● Republic of the Philippine

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 This page is intentionally blank

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 Table of Contents

What This Module is About ............................................................................................................ i

What I Need to Know ...................................................................................................................... i
How to Learn from this Module .................................................................................................... ii
Icons of this Learning Package .................................................................................................... ii

What I Know ................................................................................................................................... iii -iv

Lesson 1:
Solving Simple Problems Involving Probabilities of Events
What’s In: Match me with the Probability Line ................................................. 1
What I Need to Know ........................................................................................... 1
What Is It; Discussion ........................................................................................ . 2
What’s More: Let’s Try This Out ........................................................................3-4
What I Have Learned: Let’s Answer ………………………………………….5
What I Can Do: Challenge ................................................................................ . .6

Summary..............................................................................................................................7
Assessment: (Post-Test)....................................................................................................8
Key to Answers..................................................................................................................................9
Reference...........................................................................................................................10

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 What This Module is about:

This module is a tool to guide a student to understand probability leading to its richer
application in the real world. It encourages students to discover the concepts of probability by
themselves through the different activities which can be answered individually. The module
has one lesson, pacing of the lessons depends on the students’ needs and learning
competencies.

What I Need to Know

At the end of this module, you should be able to:

a. Solve simple problems involving probabilities. (M8GE-IVi-j-1)

How to Learn from this Module

To achieve the objectives cited above, you are to do the following:

• Take your time reading the lessons carefully.
• Follow the directions and/or instructions in the activities and exercises diligently.
• Answer all the given tests and exercises.

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Icons of this Module

What I Need to This part contains learning objectives that

Know are set for you to learn as you go along the
module.

What I know This is an assessment as to your level of

knowledge to the subject matter at hand,
meant specifically to gauge prior related
knowledge
What’s In This part connects previous lesson with that
of the current one.

What’s New An introduction of the new lesson through

various activities, before it will be presented
to you

What is It These are discussions of the activities as a

way to deepen your discovery and under-
standing of the concept.

What’s More These are follow-up activities that are in-

tended for you to practice further in order to
master the competencies.

What I Have Activities designed to process what you

Learned have learned from the lesson

What I can do These are tasks that are designed to show-

case your skills and knowledge gained, and
applied into real-life concerns and situations.

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 What I Know

Multiple Choice:
Directions: Read and answer the questions below. Select the letter of the best answer from
among the given choices.

1. If you rolled a 6-sided dice, what is the probability of rolling a 3?

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

2. If you flipped 2 coins, what is the probability that both will land on tails?

2 3 1
A. 4 B. 4 C. 4 D. 0

3. If you rolled a 6-sided dice, what is the probability of rolling a even number?

2 3 4 5
A. B. C. D.
6 6 6 6

4. A lolly bag contains 2 red, 3 green and 2 blue gum balls. What is the probability of
selecting a green one?

2 5 4 3
A. 7 B. 7 C. 7 D. 7

5. A card is selected from a deck of playing cards. What is the probability of selecting
a red card?

1 3 1
A. 4 B. 4 C. 0 D. 2

6. What is the probability of selecting the diamond suit from a deck of playing cards?
1 2 3
A. 4 B. 4 C. 4 D. 0
7. What is the probability of rock beating paper?

1 2
A. 0 B. 3 C. 3 D. 1

8. If you flipped a coin, what is the probability it will land on heads?

1 3 1
A. 0 B. C. D.
4 4 2

9. There are red, yellow, and green lollipops in a bag. What is the probability of
selecting a blue one?

1 2
A. 4 B. 1 C. 0 D. 3

10. What is the probability of paper losing to scissors?

1 2
A. 0 B. 3 C. 3 D. 1

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 Lesson Solving Simple Problems
Involving Probabilities of an
1 Event

What‘s In

Activity 1: Match the following with each letter on the probability line. Number 1 is done for
you.

a b c d e

0 0.25 0.5 0.75 1

__e_ 1. There are 7 days in a week.

____ 2. Out of 20 items, Janna got 15.

____ 3. In the Philippines, it will snow in March.

____ 4. If you flip a coin, it will come down heads.

____ 5. All months of the year have 28 days.

____ 6. It will be daylight in Manila at midnight.

____ 7. The day before Monday is Sunday.

____ 8. Of the 40 seedlings, only 10 survived.

____ 9. Next year, the month after November has 30 days.

____ 10. The third person to knock on the door will be a female.

____ 11. The chance that the last outcome in rolling a number cube is an even number.

What I Need to Know

In this lesson, you are expected to solve problems involving probabilities of an

event.

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 What’s is it

Discussion:
Below are examples:

1. Elmer purchased a pack of assorted seeds and planted them in her garden. When the
first 25 flowers bloomed, 11 were white, 5 were red, and 3 were blue and the rest were
yellow. Find the probability of yellow flower that bloomed.

First make a probability grid table

Flowers White Red Blue Yellow

Number 11 5 3 ?

𝑁𝑢𝑚𝑏𝑒𝑟𝑠 𝑜𝑓 𝑒𝑣𝑒𝑛𝑡 𝑜𝑐𝑐𝑢𝑟𝑒𝑛𝑐𝑒𝑠

P (yellow) =
𝑇𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑡𝑟𝑖𝑎𝑙

25−(11+5+3) 25−19 6
P (yellow) = = = = 0.24 or 24%
25 25 25

2. Mrs. Velasco’s students in Mathematics class tossed a six – sided number cube
whose faces are numbered 1 – 6. The results are recorded in the table below.

Result Frequency
1 3
2 6
3 4
4 6
5 4
6 7
Total = 30

Based in the table, find the probability of tossing 4.

𝑁𝑢𝑚𝑏𝑒𝑟𝑠 𝑜𝑓 𝑒𝑣𝑒𝑛𝑡 𝑜𝑐𝑐𝑢𝑟𝑟𝑒𝑛𝑐𝑒𝑠

P (4) =
𝑇𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑡𝑟𝑖𝑎𝑙

6 1
P (4) = = = 0.20 or 20%
30 5

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 What’s more?
Let’s Try This Out!
Fill in the correct answers:

1. A Costumer at a particular yogurt shop may select one of the flavors of yogurt;
strawberry, vanilla and peach. They may choose one of the toppings; Fresh
strawberry, Fresh Cherries, poppy seeds and almonds. How many one flavor, one
topping combination are possible?

How many yogurt flavors are available?

How many toppings are available?

Are you allowed to have one flavor topping?

How could we organize the possible combinations to help?

(A tree diagram will make an organize list. Use F and T to denote either flavor or topping. Use
the numbers 1-3 and 1-4 to mark different flavors and toppings.

There are combinations possible.

Answer:

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 2. A jar contains 3 red marbles and 4 yellow marbles. What is the probability that, if you
select a marble at random, it will be:

a. a blue marble?

Answer:

b. a red marble?

Answer:

3. Each of the five faces of a cube is painted red, and blue is painted on the sixth face. If
the cube is rolled on a table top, what color is far more likely to appear on top when it
comes to rest?

Answer:

4. Tossing a coin is an example of a statistical experiment. What is the probability that a

head will appear when a coin is tossed?

Answer:

5. In a certain box, 100 plastic flowers are kept. They are identical but of different colors.
Of the 100 flowers, 25 are pink and 75 are red. One flower is picked from the box.
What is the probability that it is red flower? A pink flower?

Answer:

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 What I have learned!
Let’s Answer!

Solve the following:

1. A student will be chosen from a certain group. There are 9 girls and 8 boys in that
group. What is the probability that the chosen student is a boy?

Answer:

2. A card is drawn in a standard deck of cards. What is the probability that the card drawn
is a face card?

Answer:

3. In John’s closet, there are 3 pairs of blue socks, 5 pairs of green, and 2 pairs of white
socks. If John is going to pick a pair of socks, what is the probability that John will get
a pair of white socks?

Answer:

4. A Grade 8 class teacher picks at random student in his class. If there are 15 males
and 22 females in the class, what is the probability that a female student will be picked.

Answer:

5. Assam and Ian are playing rock-paper-scissors game. What is the probability that
Assam will win the round?

Answer:

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 What I can do?
Challenge:

Situation: The barangay officials want the community folksespecially the students and youth
to be informed/educated about engaging in games of chance (those found in the local
carnivals). They invited a game analyst to convince the people in the community that they
should be mindful of their chances of losing and winning in these types of games so that they
will not end up wasting their time and money. The game analyst needs to present and
disseminate this during the barangay monthly meeting. The presentation should meet the
following standards: use of mathematical concepts, accuracy, organization, and
delivery.

Activity: Consider yourself as the game analyst invited by the barangay officials to
make an educational presentation on how to convince the community folks of their
chances in losing and winning in those games in the local carnival. The presentation should
meet the set standards.

Goal: The problem or challenge is to inform/educate the people, especially the

students and youth in a community about engaging in games of chance (those found in
the local carnivals and the like).

Role: You are a game analyst invited by the barangay officials.

Audience: The target audience are the barangay officials and the people in the community.

Situation: You need to convince the people in the community that they should be mindful of
their chances of losing and winning in these types of games so that they would not end up
wasting too much of their time and money.

Product/Performance: You need to create a presentation for the monthly

barangay/community forum/ meeting in order to disseminate the information.

Standards: The presentation should meet the following standards: use of mathematical
concepts, accuracy, organization and delivery.

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Summary

This module was about solving simple Problems involving Probabilities. In this
module, the students were encouraged to discover by themselves on how to solve simple
problems involving probabilities. Their knowledge and computational skills gained in this
module help them solve real life problems involving probabilities of an event which would lead
them to make better decisions in life and to perform practical tasks to the best of what they
can.

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 Post- Assessment Test

Directions: Read and answer the questions below. Select the letter of the best answer from
among the given choices.

For items #1-4 Glenn surveyed 40 of his classmates to determine their favorite cafeteria food.
The results of his survey are shown in the table.
Favorite food Number of students
Meatloaf 4
Tacos 5
Hamburgers 9
Pizza 18
Fish 4

____ 1. What is the probability of meatloaf being a student’s favorite cafeteria food?
1 3 4
a. 9
b. 0 c. 25 d. 40
____ 2. Suppose there are 200 students in the cafeteria during lunch. How many students
would you expect to choose hamburgers as their favorite cafeteria food?
a. 50 b. 90 c. 45 d. 36
____ 3. What is the probability of pizza being a student’s favorite cafeteria food?
18 5 3 9
a. b. c. d.
40 8 10 20
____ 4. Suppose there are 200 students in the cafeteria during lunch. How many students
would you expect to choose pizza as their favorite cafeteria food?
a. 90 b. 104 c. 18 d. 72
____ 5. One bag contains 7 red chips and 5 yellow chips. Another bag contains 5 red chips
and 2 yellow chips. A chip is drawn from each bag. What is the probability that both chips are
yellow?
59 5 1 5
a. b. c. d.
84 12 6 42
____ 6. What is the probability of tossing 4 coins and getting tails on all four?
1 1 1 1
a. 16 b. 8 c. 32 d. 2
____7. Coco has been observing the types of vehicle passing through an intersection.
Of the last 50 vehicles, 28 were tricycles, 8 were trucks and 14 were buses. Estimate
the probability that the next vehicle through the intersection will be a BUS.
a. 0.16 b. 0.28 c.0.56 d. 0.72
____8. Tickets numbered 1 to 20 are mixed up and then a ticket is drawn at random. What is
the probability that the ticket drawn has a number which is a multiple of 3?
1 2 3 9
a. 2 b. 5 c. 10 d. 20
____9. Two cards are drawn together from a pack of 52 cards. The probability that one is a
spade, is:
3 29 47 13
a. 20 b. 34 c. 100 d. 52
___10. There are blue, green and white lollipops in a bag. What is the probability of selecting
an orange one?
1 2
a. 4 b. 1 c. 0 d. 3

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 Key to Answers

Pre- Assessment Test:

1. A
2. C
3. B
4. D
5. D
6. A
7. B
8. D
9. C
10. B

Lesson 1:
What’s In What’s more
1. e 1. 3
2. d 4
3. a Yes
4. c By Listing systematically
5. e There are 12 possible
6.a options.
7.e 2
8. b
9. e
10.c
11. c

Post- Assessment Test

1. C
2. C
3. B
4. A
5. A
6. A
7. B
8. C
9. D
10. C

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 References:
Sergio C. Custodio, Interactive Mathematics Grade 8.pp. 290 – 303, Innovative Educational
Materials Inc.

Mathematics Grade 8 Teachers Guide, quarter 4 Module 11 Introduction to Probability, pp.

595-639

http://www.theonlinetestcentre.com/probability.html

https://www.proprofs.com/quiz-school/story.php?title=probability-multiply-choice

https://www.paulding.k12.ga.us/site/handlers/filedownload.ashx?moduleinstanceid=57960&dataid=4
3667&FileName=Accel%20Math%206-7%20Probability%20Study%20Guide.pdf

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