Department of Education

REGION X – NORTHERN MINDANAO

Division of Bukidnon
Kalilangan East District
KALILANGAN BAPTIST CHRISTIAN ACADEMY
Kalilangan, Bukidnon

LESSON PLAN IN MATHEMATICS 8

School KALILANGAN BAPTIST CHRISTIAN Grade Level 8
ACADEMY
Teacher DAVE T. BOBADILLA Learning MATHEMATIC
Area S
Teaching Date and Time April 12, 2024 @ 7:20-9:20AM & Quarter IV
1:00-3:00PM
Number of Teaching Days 1 DAY
I. LESSON
A. Content Demonstrates understanding of key concepts of probability.
Standards
B. Performance Is able to formulate and solve practical problems involving probability
Standards of
simple events.
C. Learning 1. Know the definition and formula of probability.;
Competencies 2. Relate probability in real-life situations.
(with LC Code) / 3. Perform knowledge skills related to probability in problem solving;
Objectives
M8GE-IVh-1
II. Prerequisite Concept Finds the probability of a simple event.
and Skills
*Things
III. LEARNING RESOURCES to be
A. References  MATHMatters rememb
Worktext in Mathematics 8 er
a. Teacher’s
Evaluatio
Guide (TG)
n
b. Learner’s spinner/wheel with four colors (yellow, blue, green and red)
Material (LM) jar with different colors of marbles
6-sided die
c. Values: Critical Thinking, Active Participation, Determination, Patience, and
Creativity
d. Textbooks/ Learning Activity Sheets
Module &
Other
Supplementar
y Materials
B. Instructional PPT, textbooks, chalkboard, TV, Laptop
Materials
C. Teaching Cooperative Learning, Open Approach, Differentiated Instructions,
Strategies Discovery Method
D. Philosophy of Constructivism
Education
IV. PROCEDURE These steps should be done across the week. Spread out the activities
appropriately so that pupils/students will learn well. Always be guided
 by demonstration of learning by the pupils/ students which you can
infer from formative assessment activities. Sustain learning
systematically by providing pupils/students with multiple ways to learn
new things, practice the learning, question their learning processes, and
draw conclusions about what they learned in relation to their life
experiences and previous knowledge. Indicate the time allotment for
each step.
DAY 1
A. Preparation & 1. Greetings
Reviewing the 2. Checking of Attendance
previous lesson/Drill 3. Energizers
 Activity: Pass the prop
 Supplies: a prop (a paper cup, a scarf, a piece of rope, a book)
 Procedure:
 Have students stand in a circle.
 The teacher will define “prop” as a movable item used
on the set of a play or handled by an actor. She will
instruct students that the object of this game is to
change the prop she is holding into something it is not.
They must use it as if it is that object. There is no sound
in this game.
 The teacher will hold the prop in her hands and
demonstrate. For example: she will pretend it is a
telephone, she will hold it to her ear and mouth words
as if she is talking into it; pretend it is a shoe and she is
slipping it on her foot; pretend it is a fork and uses it to
eat.
 Students are to call out what they think you have turned
the object into. When they call out the correct answer,
the teacher will pass the prop to the student to the right.
That learner is to do the same. The teacher will tell
learners there are no “repeaters” allowed. If someone
chooses the same object as you, you must come up with
a different object to change the prop into.
 Continue the game until everyone has had one turn.

B. Motivating Learners & Help Me Dress Up!

establishing a purpose
for the lesson Jane will have a date this coming Saturday. She cannot
able to decide her outfit to wear. Will you help her dress up? In
her closet, she has three choices.

Questions:
 1. How many dresses are there?
2. How many pair of shoes were are there?
3. How many different outfit can she choose?
4. What do you think is the best outfit for her date?

Possible answers:
1. There are 2 dresses.
2. There are 3 pair of shoes.
3. There are 2 different outfit she can choose.
4. Any of the 2 dresses can be the best outfit for her date.

Can you guess now what is our lesson for today?

Answer: Probability
(Present the lesson’s objectives)

A. Key Concepts/ Posing 1. Unlocking of words:

the problem  Experiment
A situational activity that we have done earlier which
makes choices
 Outcome
Any possible result of an experiment
 Sample Space
Complete list of all outcomes of an experiment
 Event
One of the list possible outcome
 Probability
Branch of Math that deals with uncertainty

2. Matrix

First, without discussing the formula in getting the probability, the

teacher will state a problem.

B. Presenting Problem: * Paste

the poster
examples/instances of A spinner has 4 equal sectors colored yellow, blue, green, of the
the new lesson. and red. What are the chances of landing on blue after spinning? What problem
are the chances of landing on red? on the
board
(The teacher will move the spinner and let the students know the
answer.)
 Answer: The chances of landing on blue are 1 in 4, or one fourth.
The chances of landing on red are 1 in 4, or one fourth.

(The teacher will then introduce to the students the meaning of

probability and other terms associated to it. She will relate this to the
activity earlier. Then the formula will also be discussed.)

- Define probability as the ratio of the number of favorable outcomes to

the total number of possible outcomes.

P(A) =The Number Of Ways Event A Can Occur

The total number Of Possible Outcomes

(Provide examples to illustrate the concept, such as rolling a die,

flipping a coin, or selecting a card from a deck.)

An experiment is a situation involving chance or probability that

leads to results called outcomes. In the activity, the experiment is
spinning the spinner.
An outcome is the result of a single trial of an experiment. The
possible outcomes are landing on yellow, blue, green or red.
An event is one or more outcomes of an experiment. One event of
this experiment islanding on blue.
Probability is the measure of how likely an event is. The
probability of landing on blue is one fourth.

C. Discussing new (The teacher will apply the formula using the earlier activity.)
concepts and
practicing new skills Problem 1:
A spinner has 4 equal sectors colored yellow, blue, green and
red. After spinning the spinner, what is the probability of landing on
each color?

Outcomes: The possible outcomes of this experiment are yellow, blue,

green, and red.

The teacher will then generalize the solution to the problem.

In Problem 1, the probability of each outcome is always the same.
They spinner has equal
chances for the colors to land. The probability of landing on each color
of the spinner is always one fourth.

The teacher will provide another problem.

Problem 2: A single 6-sided die is rolled. What is the probability of

each outcome? What is the probability of rolling an even number? of
rolling an odd number?
Outcomes: The possible outcomes of this experiment are 1, 2, 3, 4, 5
and 6.
 The teacher will elaborate the solution in the problem.

Problem 2 illustrates the difference between an outcome and an

event. A single outcome of this experiment is rolling a 1, or rolling a 2,
or rolling a 3, etc. Rolling an even number (2, 4 or 6) is an event, and
rolling an odd number (1, 3 or 5) is also an event.

D. Developing mastery (leads Pair Share: Skit and correct sentence formation *Walk
to formative Assessment) around
Solve and discuss the given problem with your partner. the
classroom
Problem: and
A glass jar contains 6 red, 5 green, 8 blue and 3 yellow marbles. If monitor
how the
a single marble is chosen at random from the jar, what is the probability students
of choosing a red marble? a green marble? a blue marble? a yellow are
marble? solving
the
problem.
Let them use this sentence pattern:
1.) The probability of choosing a red marble is _____ out of _______.
2.) The probability of choosing a green marble is _____ out of _______.
3.) The probability of choosing a blue marble is _____ out of _______.
4.) The probability of choosing a yellow marble is _____ out of
_______.

Teacher facilitates the pairs and listens as students share structured responses with
one another. One student per group will then write their solutions on the board.
Using these sentences, the student will discuss it using key vocabulary including the
terms probability, , event and outcome. Teacher evaluates student responses using
these criteria:
•Use of complete sentences
• Concept expressed using academic vocabulary terms
 Relevance and impact of the skit in probability

E. Developing Concepts Differentiated group activity: * provide

(Comparing and Discussing hypotheti
Solutions and Answers) cal
Procedure: questions
 Group the class into 4 groups with 10 members. such what
 Select a leader to report the output of the group. if…
 You will be giving 25 minutes to perform the task.
 Rubrics will be presented before the activity will start.
 If you are done just say sing “I Love Mathematics”

Group 1: Probability with Coins

 Each student gets a coin. They will flip the coin 20 times and
record how many times it lands on heads and how many times
on tails. After everyone in a group is done, they will calculate
the probability of getting heads and tails based on their results.

Group 2: Probability with dice

 They will use a six-sided die. They will roll the dice 30 times
and record the number of times each number from 1 to 6
appears. They will then calculate the probability of each
number appearing.

Group 3: Probability with Cards

  The leader of the group gets a deck of cards. They will draw a
card, note its suit and number, and then replace it in the deck.
They will do this 40 times. They will then calculate the
probability of drawing each suit and each number.

Group 4: Compound Probability

 This group will work on compound probabilities. They will use
two dice and calculate the probabilities of different scenarios,
such as the probability of rolling a sum of 7, or the probability
of rolling an even number on one die and an odd number on
the other.

F. Closing and Summarizing Generalization:

The probability of an event is the measure of the chance

that the event will occur as a result of an experiment. The
probability of an event A is the number of ways event A can
occur divided by the total number of possible outcomes.
The probability of an event A, symbolized by P(A), is a
number between 0 and 1, inclusive, that measures the
likelihood of an event in the following
way:

If P(A) > P(B) then event A is more likely to occur than event
B.
If P(A) = P(B) then events A and B are equally likely to
occur.

G. Assessment Find the probability of each outcome:

1. Dave is asked to choose a day from a week. What is the probability of

choosing a day which starts with S?

2. Choosing a month from a year, what is the probability of selecting a

month with 31 days?

3. Two fair coins are tossed simultaneously, what is the probability of

showing tail (T) first and head (H) next?

4. Choosing a vowel from the letters in the name ELIZABETH.

5. Choosing a red marble from a bag that contains 6 red, 6 blue and 8
green marbles.

Answers:
1. There are 7 days in a week, and 2 of them start with S (Saturday and
Sunday). Probability = 2/7
2. Tere are 12 months in a year, and 7 months have 31 days. Probability
= 7/12
3. When two coins are tossed, there are 4 possible outcomes. One of
them is T first and H next. Probability = ¼
4. ELIZABETH has 3 vowels (E, I, S) out of 8 letters. Probability = 3/8
5. There are 6 red marbles out of 20 total marbles. Probability = 6/20 =
 3/10

A. Assignment Problem Solving:

/Additional activities
or remediation 1. A card is drawn at random from a deck of cards. Find the probability
of getting the 3 of diamond.

2. A card is drawn at random from a deck of cards. Find the probability

of getting a queen.

3. The blood groups of 200 people are distributed as follows: 50 have

type A blood, 65 haveB blood type, 70 have O blood type and 15 have
type AB blood. If a person from thisgroup is selected at random, what is
the probability that this person has O blood type?

V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about
your students’ progress. What works? What else needs to be done to
help the pupils/students learn? Identify what help your instructional
supervisors can provide for you so when you meet them, you can ask
them relevant questions.
A. No. of learners who
earned 80% of the
evaluation
B. No. of learners who
require additional
activities for
remediation who
scored below 80%
C. Did the remedial
lesson work? No. of
learners who have
caught up with the
lesson.
D. No. of learners who
continue to require
remediation
E. Which part of the
lesson went well?
Which did not?
F. What student
misconceptions did
you discover?
G. Were there teacher
misconceptions that
arose during the
implementation?
H. What can you suggest
to make the lesson
more effective?
I. What innovation or Localization and contextualization was done along the development of
localized materials the lesson.
did I use/ discover
which I wish to share
with other teachers
 Prepared by:

DAVE T. BOBADILLA
Pre-Service Teacher

Checked & Observed by:

JABEZ T. ADAD
Cooperating Teacher
Date Observed: April 12, 2024
Time: ____________________