School WASID INTEGRATED Grade 8

SCHOOL Level
Teacher SHAHANIE A. DULNUAN Learning Mathematics 8
Area
GRADE 8 Teaching Quarter Fourth
DETAILED Dates and
LESSON PLAN Time

I. OBJECTIVES
A. Content The learner demonstrates understanding of key concept of probability.
Standard
B. Performance The learner is able to formulate and solve practical problems involving probability of simple
Standard events.
C. Learning Illustrates an experiment, outcome, sample space and event. M8GE-IVf-1
Competency/
Objectives
Learning Objectives:
In this lesson, the students are expected to:
1. define an experiment, outcome, sample space and event.
2. illustrate an experiment, outcome, sample space and event; and
3. relate the importance of an experiment, outcome, sample space and event in real-life
situation.
II. CONTENT Probability
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages 607-608(soft copy)
pages
2. Learner’s Pages 562-565
Material pages
3. Textbooks pages
4. Additional
Materials from
Learning
Resources
B. Other Learning Mathematics 8 Quarter 4 Week 6 Module
Resources
IV. PROCEDURES TEACHER’S ACTIVITY STUDENTS’ACTIVITY
A. Before the lesson Classroom Routine (Prayer, Greetings, Students do the classroom routine.
Energizer, Checking of Attendance, Reminders)

Start the lesson by showing pictures.

Elicit or Engage
A. Reviewing
previous lesson
or presenting
the new lesson
Ask the students:
(Students answer may vary)
Are you familiar with the pictures?

Perya (Spanish for fair or circus) is the Filipino perya/peryahan

slang for small carnivals that are set up during
fiestas. During the 73rd founding anniversary of
our Brgy. Rio Tuba, we have seen a perya.

What “perya” game do your parents play? (Students share their answers)

In mathematics, there is a branch of mathematics

that is associated with gambling. We all know
that ‘‘perya game’’ is a gambling game. Do you
know what branch of mathematics is discover
because of gambling?

Girolamo Cardano is the first person known to

invent probability. However, his work was not
published until centuries later
and during that time the
letters were exchanged, and
probability was born.
Cardano was an Italian professor of mathematics
and medicine, as well as an avid gambler; he
gambled daily.
B. Establishing a
purpose for the Learning Objectives:
lesson. In this lesson you are expected to: Call the attention of students to read the
1. define an experiment, outcome, learning objectives.
sample space and event.
2. illustrate an experiment, outcome,
sample space and event; and
3. relate the importance of an
experiment, outcome, sample space and
event in real-life situation.

C. Presenting Now students, I have here a coin. I will toss a

examples/
instances of the coin and you must guess if it is head or
new lesson
tail.

Okay?

I will toss a coin. (Students answer may vary)

What is the result?

It is ____________

I will toss again the coin.

What is the result?

This morning you will know what the meaning

of the word Experiment, Outcomes, Sample

Space and Events.

Activity 1: ARRANGE ME!

Directions:

Arrange the jumbled letters to form a correct

term based on the given clue.

EXPERIMENT
1. RIPEMENTEX

This is an activity involving chance that can OUTCOME

have different results. It is a process that, when
performed, results in exactly one of many
observations.
The result can be head or tail.
Hint:

Tossing or flipping a coin is an example of this. SAMPLE SPACE

What is the answer?

2. TOMECOU Head and Tail

The results of experiments.

 EVENT
Hint:
If I toss a coin once, what is the possible result?

3. SPAPLESACEM

The set of all possible outcomes of an

experiment and is denoted by S.

If you are flipping or tossing a coin once, what

are the outcomes.

S={H ,T }

4. VENTE

A set of some elements or outcomes of an

experiment.

Hint:

Getting a head or getting a tail.

Activity 2: Classify!
Explore
Directions: Group the following terms that are
inside the box as Experiment or Outcome.
Flipping a coin Head
D. Discussing new
concepts and rolling a die a number 3
practicing new
spinning a spinner color red
skills # 1 Drawing a card from a
deck of 52 cards.
a queen of hearts
tail
guessing the number of
marbles in a jar

Note: Die is the singular form of dice.

E. Discussing new Group students into 5. Provide each group with a

concepts and practicing set of playing cards.
new skills # 2
Activity 3 COUNT ON

Teacher Jose decided to buy a standard deck of

(52) playing cards that he will use in discussing Student’s answer may vary.
one of his topics in Mathematics. Help teacher
Jose in identifying the number of the following
cards by completing the table below.
 (Possible answers)

4
13
4
1
1
1
1
13
1
Questions:
1
1. Did you find difficulty in answering
the activity?
2. Were you able to help Teacher Jose
identify the number of specified cards?
3. How did you find the answers?

(Student’s answer may vary.)

Activity 4: What is missing?

Explain Directions: Complete the given table

F. Developing mastery Situation Experi

ment
Possibl
e
Sample Space
(S)
Event
(E)
(leads to formative Outco
mes
assessment 3) 1. You need to get a An even
number 6 in number

{1, 2, 3, 4, 5, 6}
rolling a die to 1, 2, 3, 4, 5, {2, 4,6}
win in the game 6
of snake and
ladder.

2. Jen and Jan are

playing cards.
Jan needs to
draw a card
numbered 5 to

{5, 8, 9, 2, 7}
win the game
Drawing a
from a well- 5, 8, 9, 2, 7
card
shuffled
numbered 5, 8,
9, 2, 7 cards
and placed face
down on the
table.

{H, T}
3. Flipping a coin once. Flipping a Getting a head s
coin

4. Spinning a spinner re
with colors red Spinnin d, Lands on nonyellow
(r), blue (b), ga bl
green (g) and spinner u
yellow (y), Ana e,
hopes that it gr
lands on red. ee
n,
ye
llo
w

Elaborate Philippines is facing a pandemic which leads us

to stay at home. Because of this problem, your
G. Finding practical parents decided to have your family picnic on
applications of Sunday afternoon just outside your house or in
concepts and skills in your lawn area to avoid physical contact with
daily living. other people in your community. But for the past
few days, you’ve noticed that the weather
condition is not good because it often rained and
on the evening news, the weather forecaster
reported that there is a 65% chance that it will
rain on Sunday. The following were your
observations from Monday to Saturday.

Questions:
1. What were the weather conditions (Student’s answer may vary.)
from Monday to Saturday?
2. What is the more frequent weather
condition?
3. What would be the possible weather
condition on Sunday based on your
observations and the weather forecast?
4. What will you tell your parents about
your plan for a family picnic?
5. Will you continue your family picnic
outside the house or not? Explain.
6. How important an outcome of an
event is in decision making?

H. Making (Students answer me varies)

generalization and Complete the statement below.
abstractions about the
lesson.  Today, I was able to……. Today, I was able to define an experiment,
 I learned that…… outcome, sample space and event.
 I was able to … -I learned that we must have to appreciate
the importance of an experiment, outcome,
sample space and event.
-I was able to record and interpret outcome
and sample space in each probability
experiment.
 Directions:
Read the questions carefully and write the letter
Evaluation of the correct answer. (answer)

1. Which is referred to as an activity 1.B

I. Evaluating Learning
involving chance that can have
different results?
A. Event B. Experiment

C. Outcome D. Sample
Space 2. D

2. How many possible outcomes are

there when you spin the spinner shown
below?

Blue

Red Orange

Yellow

3. C

A. 1 B. 2 C. 3 D. 4
4. B
3. What do you call the set of all
possible outcomes of an experiment?
A. Event B. Experiment
C. Sample Point D. Sample Space

4. Which is referred to as the results 5. A

of an experiment?
A. Events B. Outcomes
C. Sample Points
D. Sample spaces
5. Which is referred to as the set of
some outcomes of an experiment?
A. Event B. Outcomes
C. Sample Point D. Sample Space

Extended Activity:
Extend
Make 5 examples of experiment, outcome,
J. Additional activities
sample space and event.
or remediation
V. REMARKS

VI. REFLECTION

A. No. of learners who

earned 80% in the
evaluation

B. No. of learners who

require additional
activities for
remediation who scored
below 80%

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
this work?

F. What difficulties did

I encounter which my
principal or supervisor
can help me solve?

G. What innovation or
localization materials
did I use/discover which
to share with other
teachers?

Objective 1 Applied knowledge of content within and across curriculum teaching areas.
Objective 2 Used range of teaching strategies that enhance learner achievement in literacy and numeracy skills.
Objective 3 Applied range of teaching strategies to develop critical and creative thinking, as well as other higher
order thinking skills.
Objective 4 Managed classroom structure to engage learners, individually or in groups, in meaningful exploration,
discovery and hands-on activities within range of physical learning environments.
Objective 5 Managed learner behavior constructively by applying positive and non-violent discipline to ensure
learning-focused environments.
Objective 6 Used differentiated, developmentally appropriate learning experiences to address learner’s gender, needs,
strengths, interests and experiences.
Objective 7 Planned, managed, and implemented developmentally sequenced teaching and learning processes to meet
curriculum requirements and varied teaching contexts.
Objective 8 Selected, developed, organized and used appropriate teaching and learning resources, including ICT, to
address learning goals.
Objective 9 Designed, selected, organized and used diagnostics, formative and summative assessment strategies
consistent with curriculum requirements.

Prepared by:
Catherine S. Partidas
Teacher I
 Lesson Plan in Grade 8 Mathematics

I created this lesson plan for my 4th Quarter week 6 classroom observation. Prayer, checking attendance,
energizer and reminders are being implemented as part of classroom routines. I used the setting arrangement
strategy because this, ensuring that students are seated properly and its easy for me to check their attendance.
I preferred to present pictures that students have seen in real life to elicit or engage them at the beginning of the
lesson. Real-life examples could increase their interest since they are familiar to what they have observed. I also
incorporate my lesson with the English subject, and presenting the definition of the word helps enhance their
cognitive development.
I demonstrate my lesson using the task of sorting a jumbled letter. Instead of providing them and giving them a
word's definition. I provided them with an illustration of the word as well. One of the difficulties with this activity
is if they are unfamiliar with the topic or are unsure of the precise definition of the word being used. By
participating in this kind of activity, students can improve their cognitive abilities. The next exercise to investigate
is word grouping. Since the words' definitions and examples are already provided, this activity can engage their
cognitive abilities. Students can work together on their answers to this assignment using a collaborative method.
Students can distinguish between an experiment and its results.
By providing the students' next activity's materials, teachers can assist them practice their new abilities since they
are unable to bring their own. Constructivist approach can be applied to this practice. Giving students the freedom
to learn independently helps boost their self-confidence. After the students complete the task, they are given
questions to respond to.
The action of filling out the table, helping students in their comprehension of the ideas of experiment, outcome,
sample space, and event, was my choice for the elaborate. Finding practical applications of concepts and skills in
daily living a problem solving can use with this approach. Students must understand the problem so they can

share their answer in class. There is no right or wrong answer for this activity. Students can share their

understanding of the problem. In general, a reflective approach can be used. Students can reflect on what they
have learned and, through it, understand what the lesson is about. Evaluation is the last activity to determine if
students understand the lesson. I provide students with five items as multiple-choice questions. Extended
activities can help students have an additional activity at home. The 7E's lesson exemplar is a lesson plan that has
many activities. In an actual classroom setting, it is difficult for teachers and students to follow the activities in
this lesson plan. The challenge that I encounter is the time that a lesson can take. Since the mathematics
curriculum has many competencies in every quarter, it's difficult for students to master the lesson. Since the
lesson in probability is the continuation of their 4th quarter lesson in Grade 7, the lesson in the 4th quarter cannot
be discussed anymore due to limited time.