Community Program A&E

Learning Center
Learning Literacy JHS
ALTERNATIVE Facilitator Level
LEARNING SYSTEM Month and Learning LS 3
DAILY LESSON PLAN Quarter Strand Mathematical
& Problem
Solving

I. OBJECTIVES
A. Content Standards Statistics and Probability
B. Performance Standards Demonstrate understanding and skill in the effective use of tables,
graphs and statistics in presenting, analyzing and interpreting data,
and dealing with uncertainty; and making predictions about
outcomes for everyday problem solving
C. Learning Competencies/ Knowledge:
Objectives
Write the LC code for each.  State and Apply the laws of probability in everyday life.
LS3MP-SP-PSF-AE/JHS-40

 Read/Interpret data presented in a graph.

LS3MP-SP-PSF-JHS-8

II. CONTENT(Subject Matter) Probability in Everyday Life

III. LEARNING RESOURCES
A. References
1. Session Guides pages
2. Module pages
B. Other Learning Resources  Learning Activity Sheets (LAS), Worksheets
 ALS k to 12 Basic Curriculum Guide, LS 3 Mathematical and
Problem-Solving Skills pp.168
 Grade 6 Self Directed Modules
 1.probability-more-likely-and-less-likely_br74t5.pdf
(mathskills4kids.com)
 8 Real Life Examples Of Probability – StudiousGuy
IV. PROCEDURES
A. Springboard/Motivation What is the Chance?
(Establishing a purpose for the lesson)
Directions: Read the situation and answer the questions below.
 1/9 0.11 11 %

B. Activity (Review of previous lesson/s : Pre-Test

or Presenting the new lesson)
 Learners will answer the pre-test questions using their LAS
worksheets.

JHS:

Directions: The complement of an event can be looked at as the

opposite of that event, or everything besides that event. The
probability of an event and the complement of that event will
always add up to a total of 1. For the problems below, find the
probability of each event described and the probability of its
complement.

Example: Flipping a coin 10 times and landing on tails 7 times.

P (tails) = 7/10 P( heads) = 3/10

1) Flipping a coin 20 times and landing on heads 11 times.

P(heads) = ______ P(tails) = ______

2) It snowed three days last week.

P(snow) = ______ P(no snow) = ______

3) A jar with 15 marbles, 7 are red.

P(red) = ______ P(not red) = ______

4) Rolling a 1 on a regular die.

P(one) = ______ P(not one) = ______

6) You had homework in 2 out of 7 classes.

P(H-work) = ______ P(no h-work) = ______

7) Flipping a coin 35 times and landing on tails 19 times.

P(tails) = ______ P(heads) = ______

8) Your ten digit phone number has one 3 in it.

P(three) = ______ P(not three) = ______
 9) A jar with 2 red, 3 green, and 5 blue marbles.
P(green) = ______ P(not) = ______

10) Rolling a number less than 5 on a regular die.

P(<5) = ______ P(>5) = ______

11) Flipping a coin and getting 7 tail and 4 heads.

P(tails) = ______ P(not tails) = ______

12) Picking an ace out of a regular deck of 52 cards.

P(ace) = ______ P(not ace) = ______

13) A jar with 13 marbles, 2 are red, 1 green, the rest blue.
P(blue) = ______ P(not blue) = ______

C. Analysis (Presenting What You Already Know

examples/instances of the new lesson)  Analyze the given data below and answer the questions. Circle
the letter of your correct answer.
D. Discussing new concepts and Reading the Lesson
practicing new skills (sub-activity #1)
Let’s learn
How can you make simple predictions of events based on the results of
experiments?
How do you solve routine and non-routine problems involving
experimental and theoretical probability?
Try this.
Do an experiment. Roll a die and do the following:
1. List the outcomes of the event that the top face is even.

2. What is the probability that the top face is an odd number?

3. What is the probability that the top face will show an even number?

You will be more guided upon reading and studying the short discussion
and important points to remember given to you that even without the
teacher you can still manage to learn

8 Real Life Examples Of Probability

Probability has something to do with a chance. It is the study of

things that might happen or might not. We use it most of the time,
usually without thinking of it. We don’t perform actual probability
problems in our daily life but use subjective probability to
determine the course of action or any judgment. Everything from
the weather forecasting to our chance of dying in an accident is a
probability.

Probability is a mathematical term for the likelihood that

something will occur. It is the ability to understand and estimate
the likelihood of any different combination of outcomes.

Let’s discuss some real-life examples of Probability

1. Weather Forecasting
Before planning for an outing or
a picnic, we always check the
weather forecast. Suppose it says
that there is a 60% chance that
rain may occur. Do you ever
wonder from where this 60%
come from? Meteorologists use a
specific tool and technique to
predict the weather forecast.
They look at all the other
historical database of the days,
which have similar characteristics of temperature, humidity, and
pressure, etc. And determine that on 60 out of 100 similar days in the
past, it had rained.

2. Batting Average in Cricket

Batting average in Cricket represents how
many runs a batsman would score before
getting out. For example, if a batsman had
scored 40 runs out of 100 from boundaries in
the previous match. Then, there is a chance
that he would score 40% of his runs in the
next match from boundaries.

3. Politics
Many politics analysts use the tactics of
probability to predict the outcome of the
election’s results. For example, they may
predict a certain political party to come into
power; based on the results of exit polls.

4. Flipping a coin or Dice

Flipping a coin is one of the most important
events before the start of the match. There is no
surety, either head will come or not. Both head
and tail have 1 out of 2, i.e., 50% chances to
occur. Hence, the probability of getting the
desired outcome is 0.5. Similarly, while playing
with dice, there are 1 out of 6 chances, that the
required number will come.

5. Insurance
Probability helps in analyzing the best plan of
insurance which suits you and your family the
most. For example, you are an active smoker,
and chances of getting lungs disease are
higher in you. So, instead of choosing an
insurance scheme for your vehicle or house,
you may go for your health insurance first,
because the chance of your getting sick are
higher. For instance, nowadays people are
getting their mobile phones insured because they know that the chances
of their mobile phones getting damaged or lost are high.

6. Are we likely to die in an accident?

Rates of car accidents have increased rapidly in
the past decades. For example, if a city has a
population of one lakh, and the death rate in car
accidents is 500. So, the chance of being killed
in a crash is 500/1 lakh is 0.05%. Thus, a
person has a 0.05% chance to die in a car
accident.

7. Lottery Tickets
Winning or losing a lottery is one of the
most interesting examples of probability. In
a typical Lottery game, each player chooses
six distinct numbers from a particular
range. If all the six numbers on a ticket
match with that of the winning lottery
ticket, the ticket holder is a Jackpot winner-
regardless of the order of the numbers. The probability of this happening
is 1 out of 10 lakh.
8. Playing Cards
There is a probability of getting a desired card
when we randomly pick one out of 52. For
example, the probability of picking up an ace in a
52 deck of cards is 4/52; since there are 4 aces in
the deck. The odds of picking up any other card is
therefore 52/52 – 4/52 = 48/52.

Probability is the branch of mathematics

concerning numerical descriptions of how likely an event is to occur, or
how likely it is that a proposition is true. The probability of an event is a
number between 0 and 1, where, roughly speaking, 0 indicates
impossibility of the event and 1 indicates certainty.

Let’s study the sample problem below. Let’s try to answer the
situations that involves probability.

Explanation:
Since there are 12 months in a year, so there are 12 possible
outcomes. There are 3 months that starts with letter J: January,
June, and July.

The following important points so that you will be guided on how

to make simple predictions of events based on the results of
experiments and in solving routine and non-routine problems
involving experimental and theoretical probability.

Probability is used to describe how likely or unlikely it is that

something will happen. Probability will be given in fraction,
decimal or percent. The value of probability ranges from 0 to 1(0
means the event is impossible to happen, while 1 means the event
is certain to happen.)

Possible outcomes are each of the outcomes that could result from
an experiment.

Theoretical and Experimental probability:

When we use a formula to find the probability of an event, we are
finding the theoretical probability. Theoretical probability of an
event is the number of ways that an event can occur divided by the
total number of outcomes. Theoretical probability is what we
expect to happen.

Formula:

Theoretical Probability

We can also find the theoretical probability of an event.

Example:
A bag contains 10 red marbles, 8 blue marbles and 2 yellow marbles.
Find the theoretical probability of getting a blue marble.

Solution:
There are 8 blue marbles. Therefore, the number of favorable
outcomes = 8.
There are a total of 20 marbles. Therefore, the number of total
outcomes = 20

8 2
P= ÷4 P=
20 5

Experimental probability of an event is the ratio of the number of times

an event occurs to the total number of trials or times the activity is
performed. We can also find the probability of an event by doing an
experiment. When we do this, we are finding experimental probability.
Experimental probability is what actually happen when we try it out.

Experimental probability is used in most real-life situations when the

probabilities cannot be determined theoretically.
As more trials conducted, the experimental probability generally gets
closer to the theoretical probability.
Sample exercise in finding the theoretical probability:
1. There are 6 possible ways for a die (singular of dice) to turn up. What
is the probability of rolling a 1? a 2? a 5?

Sample exercise in finding the experimental probability:

1. A bag contains 12 red marbles, 8 blue marbles, and 4 yellow
marbles. Find the experimental probability of getting a blue
marble.

Solution:
Take a marble from the bag.
Record the color and return the marble in the bag.
Repeat the process (at least 10 times).
Count the number of times a blue marble was picked (suppose it is
4).
Using the formula we have,

Example of Probability:
F. Abstraction (Making generalizations Class Participation
about the lesson)  What is probability?
 What is formula of theoretical probability?
 What is formula of experimental probability?
 Why it is important to know how the possible outcome of a
certain event that will happen?

G. Application (Developing mastery) (What Have You Learned?)

Activity 1
JHS:

A. Directions: Solve the following problems. Write the correct

letter of the correct answer in your notebook.
1. Each letter in the word “LOVE” are on separate cards, face
down on the table. If you pick a card at random, what is the
probability that its letter will be V or E?
a. 3/4 b. 1/4 c. 5/7 d. 1/3

2. There are 5 red balls and 6 blue balls in a jar. What is the
probability of picking a red ball?
a. 7/11 b. 6/11 c. 5/11 d. 4/11

3. In throwing a pair of dice, what is the probability that we get a

sum of 9?
a. 1/6 b. 3/5 c. 3/7 d. 4/5

4. Find the probability of flipping a tail on a coin.

a. 4/7 b. 1/2 c. 5/9 d. 7/11

B. Directions: Read the situation below. And answer the questions

 that follow.

1. What is the probability that he will get a brown face mask?

2. What is the probability of getting the red face mask?
3. What is the probability of not picking a white face mask?

Activity 2
JHS:

Directions: Answer the following questions below by getting its probability.

Circle the letter of your correct answer.

H. Valuing (Finding practical Ask:

application  Why it is important to know how solve routine and non-
of concepts and skills in daily routine problems involving experimental and theoretical
living) probability in our real-life situations?
I. Evaluation (Assessing learning)  Learners will answer the questions using the worksheets.

JHS:
A. Directions: Indicate whether the statement is true or false.
Answer each questions with True or False
____ 1. The closer the probability of an event is to 1, the less likely
it is to happen.
____ 2. If the probability is equal to zero, that means it can never
happen.
____ 3. The probability of dependent events means that the result
of the first event affects the probability of the
second event.
____ 4. A tree diagram is a helpful tool to determine the number of
outcomes in a sample space.
____ 5. The fundamental counting principle helps determine the
number of outcomes.

B. Directions: Read the problem inside the box and answer the
questions that follow.

A jar contains 5 blue marbles, 8 red marbles, 4 white marbles, and

3 purple marbles. Suppose you pick a marble at random without
looking. Find the probability of each event. Write your answer as a
fraction in simplest form.

C. Directions: Read and answer the questions below. Circle the

letter of your correct answer.

1. Tim will spin the spinner below once.

On which color is the spinner most likely to stop?

A. orange
B. blue
C. red
D. green

2. A bag contains 20 pink candies, 8 red candies, and 12 green

candies. Without looking, Sarah pulls out a piece of candy. Which
color of candy is least likely to be pulled out?
A. pink
B. red
C. green

3. If four coins are tossed, what is the probability of getting four

heads?

4. Morgan flipped a coin 80 times. About how many times could

Morgan expect the coin to land on heads?
A. 15
B. 20
C. 40
 5. Andrew has white and black socks in a drawer. The probability

of him pulling out a black sock is . What is the likelihood of

Andrew randomly pulling out a white sock?

A. definite
B. likely
C. not likely
D. impossible

J. Agreement (Additional activities for Project:

application or remediation)  Study the lesson well for better comprehension.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation
B. No. of learners 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 who continue to require
remediation
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter which
my principal or supervisor can help me
solve?
G. What innovation or localized materials
did I use/discover which I wish to
share with other teachers?

Prepared by:
_____________________________
DALSC

Process Observers:

_________________________
Education Program Specialist II

_________________
Education Program Supervisor