Lesson plan in Grade 8 Mathematics Probability

1. GRADE 8
DETAILED
LESSON PLAN
School RIO TUBA NATIONAL HIGH
SCHOOL
Grade
Level
8
Teacher Catherine S. Partidas Learning
Area
Mathematics 8
Teaching
Dates and
Time
May 31, 2023
8:30-9:30
Quarter Fourth
I. OBJECTIVES
A. Content
Standard
The learner demonstrates understanding of key concept of probability.
B. Performance
Standard
The learner is able to formulate and solve practical problems involving probability of simple
events.
C. Learning
Competency/
Objectives
Illustrates an experiment, outcome, sample space and event. M8GE-IVf-1
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
Pages 607-608(soft copy)
2. Learner’s Material
pages
Pages 562-565
3. Textbooks pages
4. Additional Materials
from Learning
Resources
B. Other Learning
Resources
Mathematics 8 Quarter 4 Week 6 Module
IV. PROCEDURES TEACHER’S ACTIVITY STUDENTS’ACTIVITY
A. Before the lesson
Elicit or Engage
A. Reviewing
previous lesson
or presenting
the new lesson
Classroom Routine (Prayer, Greetings,
Energizer, Checking of Attendance, Reminders)
Start the lesson by showing pictures.
Students do the classroom routine.

2. Definition of the word “perya” is the
integration to English subject.
Ask the students:
Are you familiar with the pictures?
Perya (Spanish for fair or circus) is the Filipino
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?
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.
(Students answer may vary)
perya/peryahan
(Students share their answers)

3. B. Establishing a
purpose for the
lesson.
Learning Objectives:
In this lesson you 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.
Call the attention of students to read the
learning objectives.
C. Presenting
examples/
instances of the
new lesson
Now students, I have here a coin. I will toss a
coin and you must guess if it is head or tail.
Okay?
I will toss a coin.
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.
1. RIPEMENTEX
This is an activity involving chance that can have
different results. It is a process that, when
performed, results in exactly one of many
observations.
Hint:
Tossing or flipping a coin is an example of this.
What is the answer?
2. TOMECOU
The results of experiments.
(Students answer may vary)
EXPERIMENT
OUTCOME
The result can be head or tail.
SAMPLE SPACE
Head and Tail

4. 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.
EVENT
Explore
D. Discussing new
concepts and
practicing new
skills # 1
Activity 2: Classify!
Directions: Group the following terms that are
inside the box as Experiment or Outcome.
Note: Die is the singular form of dice.
Flipping a coin Head
E. Discussing new
concepts and practicing
new skills # 2
Group students into 5. Provide each group with a
set of playing cards.
Activity 3 COUNT ON
Teacher Jose decided to buy a standard deck of
(52) playing cards that he will use in discussing
one of his topics in Mathematics. Help teacher
Jose in identifying the number of the following
cards by completing the table below.
Student’s answer may vary.
rolling a die
spinning a spinner color red
Drawing a card from a
deck of 52 cards.
guessing the number of
marbles in a jar tail
a queen of hearts
a number 3

5. Questions:
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?
(Possible answers)
(Student’s answer may vary.)
Explain
F. Developing mastery
(leads to formative
assessment 3)
Activity 4: What is missing?
Directions: Complete the given table
Situation Experim
ent
Possibl
e
Outcom
es
Sample Space
(S)
Event
(E)
1. You need to get a
number 6 in
rolling a die to
win in the game
of snake and
ladder.
1, 2, 3, 4, 5,
6
{1, 2, 3, 4, 5, 6}
An even
number
{2, 4,6}
2. Jen and Jan are
playing cards.
Jan needs to
draw a card
numbered 5 to
win the game
from a well-
shuffled
numbered 5, 8,
9, 2, 7 cards
and placed face
down on the
table.
Drawing a
card
5, 8, 9, 2, 7 {5, 8, 9, 2, 7}
3. Flipping a coin once. Flipping a
coin {H, T}
Getting a head s
4. Spinning a spinner
with colors red
(r), blue (b),
green (g) and
yellow (y), Ana
hopes that it
lands on red.
Spinnin
g a
spinner
re
d,
bl
u
e,
gr
ee
n,
ye
llo
w
Lands on nonyellow
13
4
1
1
1
1
13
1
1
4

6. Elaborate
G. Finding practical
applications of
concepts and skills in
daily living.
Philippines is facing a pandemic which leads us
to stay at home. Because of this problem, your
parents decided to have your family picnic on
Sunday afternoon just outside your house or in
your lawn area to avoid physical contact with
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
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?
(Student’s answer may vary.)
H. Making
generalization and
abstractions about the
lesson.
Complete the statement below.
 Today, I was able to…….
 I learned that……
 I was able to …
(Students answer me varies)
Today, I was able to define an experiment,
outcome, sample space and event.
-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.

7. Evaluation
I. Evaluating Learning
Directions:
Read the questions carefully and write the letter
of the correct answer.
1. Which is referred to as an activity
involving chance that can have
different results?
A. Event B. Experiment
C. Outcome D. Sample Space
2. How many possible outcomes are
there when you spin the spinner shown
below?
A. 1 B. 2 C. 3 D. 4
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 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
(answer)
1.B
2. D
3. C
4. B
5. A
Extend
J. Additional activities
or remediation
Extended Activity:
Make 5 examples of experiment, outcome,
sample space and event.
Blue
Yellow
Orange
Red

8. 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
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?

9. 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.