Learning Area Grade Level

W6 Mathematics 8
Quarter 4th Date
I. LESSON TITLE TABLE, TREE DIAGRAM, SYSTEMATIC LISTING AND FUNDAMENTAL COUNTING
PRINCIPLE
II. MOST ESSENTIAL LEARNING Counts the number of occurrences of an outcome in an experiment:
COMPETENCIES (MELCs) (a) table; b) tree diagram; (c) systematic listing; and (d) fundamental
counting principle (M8GE-IVf-g-1)
III. CONTENT/CORE CONTENT Probability
IV. LEARNING PHASES AND LEARNING ACTIVITIES
I. Introduction (Time Frame: 10 minutes)

Good day! Now, you will learn how to count the number of occurrences of an outcome in an experiment using tabular
form, tree diagram, systematic listing and fundamental counting principle. But before that, let us recall some important terms
in probability that you learned last week. These terms are very vital in today’s lesson.

Review of the past lesson:

Experiment is a process that has a number of distinct possible outcomes in which the result cannot be predicted with certainty.
It can be in the form of making observations or taking measurements. It is also a process of repeating an activity whose
outcomes are limited to well-defined choices.
Some examples of experiment are:
• flipping a coin
• rolling a die
• drawing a card from a deck of 52 cards.
And sample space is the set of all the possible outcomes or sample points which is represented by “S”

The number of sample space which is denoted by n(S) can be used to count the number of occurrences of an outcome in an
experiment.

Example:
Experiment Sample Space n(S)
Flipping two coins HH, HT, TH, TT 4
Rolling a fair die 1, 2, 3, 4, 5, 6 6

Based on this table, flipping a coin has 4 possible outcomes while rolling a fair die has 6 possible outcomes. That is one way of
identifying the number of occurrences of an outcome in an experiment.

Another way of counting the occurrences of an outcome in an experiment is with the use of table, tree diagram, systematic
listing and fundamental counting principle.

D. Development (Time Frame: 60 minutes)

TABLE, TREE DIAGRAM, SYSTEMATIC LISTING AND FUNDAMENTAL COUNTING PRINCIPLE

A. Tabular Form is a way of organizing the sample points of an experiment using a table.
B. Tree Diagram is a diagram that helps calculate the number of possible outcomes of an event or experiment in an organized
way.
C. Systematic Listing is a way of writing all the possible outcomes of a particular event or experiment.
D. Fundamental Counting Principle states that if one event can occur in m ways and a second event can occur in n ways,
and a third thing can occur in p ways and so on, then the sequence of things can be occurred in m x n x p…ways.

Example 1. Tossing a coin and rolling a die

List all the possible outcomes and determine the total number of outcomes when a die is rolled and a coin is tossed using
the tabular form, tree diagram, systematics listing, and fundamental counting principle

Using Tree Diagram

Die
Coin 1 2 3 4 5 6 Based on the table, the total
Head (H) (H, 1) (H, 2) (H, 3) (H, 4) (H, 5) (H, 6) number of outcomes is 12.
Tail (T) (T, 1) (T, 2) (T, 3) (T, 4) (T, 5) (T, 6)


Using Tree Diagram

Using Systematic Listing

(H, 1) (T, 1) The possible outcomes of tossing a coin and rolling a

die using systematic listing are as follows:
(H, 2) (T, 2)
S = {(H, 1), (H, 2), (H, 3), (H, 4), (H, 5), (H, 6), (T, 1),
(H, 3) (T, 3) (T, 2), (T, 3), (T, 4), (T, 5), (T, 6)}
H T The total number of outcomes is 12 or n(S) = 12.
(H, 4) (T, 4)
.
Using Fundamental Counting Principle
(H, 5) (T, 5)
Note: A coin has 2 possible outcomes, the head (H)
(T, 6) and the tail (T), while a die has 6 possible outcomes
(H, 6)
(1, 2, 3, 4, 5, 6).
The tree diagram shows, there are 12 possible
outcomes in tossing a coin and rolling a die. Using the fundamental principle of counting, multiply
the number of all possible outcomes of tossing a coin
and the number of all possible outcomes of rolling a
die, that is, 2 x 6 = 12. Therefore, there are 12 possible
outcomes in tossing a coin and rolling a die.

Example 2. .

As part of the celebration of the International Day of Mathematics in the

Division of San Pablo City, all schools in the division will conduct a Poster-Making
Contest featuring the essential role of Mathematics and its application in all
aspects of human activity. The participants of the event will make a two-toned
color poster. Each participant can only choose one from the primary colors (red,
blue, yellow) and one from the secondary colors (violet, green, orange). How many
possible two-toned colors can be made?
Department of Education – San Pablo City

Solutions (using tabular form, tree diagram, systematic listing and fundamental counting principle):

Tabular Form Tree Diagram

Secondary Colors violet (yellow, violet)

Primary
violet green orange yellow green (yellow, green)
Colors
red (red, violet) (red, green) (red, orange)
orange (yellow, orange)
blue (blue, violet) (blue, green) (blue, orange)
yellow (yellow, violet) (yellow, green) (yellow, orange) violet (blue, violet)

Systematic Listing blue green (blue, green)

S = {(red, violet), (red, green), (red, orange), (blue, violet), (blue, green), orange (blue, orange)
(blue, orange), (yellow, violet), (yellow, green), (yellow, orange)}
Therefore, n(S) = 9 violet (red, violet)

Fundamental Counting Principle red green (red, green)

.
Note: Primary colors (red, blue, yellow) have 3 possible outcomes, while orange (red, orange)
secondary colors (red, blue, yellow) also have 3 possible outcomes,
that is, 3 x 3 = 9.
Based on the 4 different solutions (tabular form, tree diagram, systematic listing, fundamental counting principle), the
.
number of possible two-toned colors that can be made using the primary and secondary colors is 9.
Remember:
The number of occurrences of an outcome in an experiment can be organized and determined by using any
of the table, tree diagram, systematic counting and fundamental counting principle.


IV. LEARNING PHASES AND LEARNING ACTIVITIES

E. Engagement (Time Frame: 40 minutes)

Learning Task 1. “CALABARZON’s Best”

Below are some popular delicacies and beverages in CALABARZON. List all the possible outcomes and determine the total
number of possible combinations of delicacies and beverages using tabular form and systematic listing.

Beverages Delicacies
• buko juice • buko pie
• palamig • bibingkoy
• biko
• suman

Learning Task 2. “Bonding Time”

Suppose that you and your friends will have a short bicycle ride around Sampaloc
Lake which is considered as the largest among the 7 lakes in San Pablo City. After
biking, you and your friends decided to buy an ice cream where you can choose
from the different flavors such as chocolate, vanilla, cheese, or mango. And for
the toppings, you can select from marshmallows, nips, or nuts. How many possible
combinations of flavors and toppings do you have?

Guide Questions:
a. How many flavors of ice cream do you have? FB Rising Philippine 2020
b. How many choices of toppings do you have?
c. What are your possible choices of ice cream and its toppings? Show them all in a tree diagram.
d. Using systematic listing, how many different choices of ice cream and toppings are there?

Scoring Rubric for table and tree diagram:

Score Descriptors
5 Show the correct table/diagram and arrive at a correct answer.
Show the correct table/diagram and give an incorrect answer or
3
give the correct answer but the table/diagram is incorrect.
1 Show incorrect table/diagram and answer.

A. Assimilation (Time Frame: 30 minutes)

Learning Task 3. “Count Me In”

1. A newly opened canteen at San Jose National High School offers to create your own pizza and drinks combo for only
Php100. For pizza toppings: salami, cheese, pepperoni, ham, or bacon. For drinks: iced tea, pineapple juice, coke, or sprite.
How many possible combo meals are there?

2. During your Film Viewing at SM San Pablo, you decide to get popcorn at a movie theatre. The popcorn comes in regular,
large, jumbo sizes and has a choice whether buttered or cheese. How many possible combinations are there?

3. In a Science experiment of Grade 8 students in Prudencia D. Fule Memorial National High School, the teacher asked to
make a solution using solid and liquid materials found in the kitchen. If you have two types of liquid (oil, soy sauce) and four
types of solid (salt, sugar, pepper, flour). How many different solutions can be made?

4. Your mother gave you money to buy a new cellphone that you will be using in your online class. How many possible choices
do you have for a cellphone with 5 different colors, red, black, gold, silver, or blue and having screen sizes of 5 inches, 5.5
inches, or 6.23 inches?
5. How many 2-digit numbers can be formed from the numbers 1, 2, 3, 4, 5, and 6 if the digits are to be repeated.


IV. LEARNING PHASES AND LEARNING ACTIVITIES

V. ASSESSMENT (Time Frame: 30 minutes)

QUIZ: Direction: Choose the letter of the correct answer

1. Irine invited Cherielyn to her birthday party that will be held in Auravel Grande Hotel, San Pablo City. Cherielyn has 4 new
blouses (stripes, with ruffles, long-sleeved, and sleeveless) and 3 skirts (red, pink, and black) in her closet reserved for such
occasions. In how many ways can Cherielyn selects her outfit?
A. 7 B. 9 C. 12 D. 16

2. Azela is ordering milk tea at Gotcha-a Milktea House. She could have a small, medium or large milk tea and she can choose
from wintermelon, okinawa or salted caramel. How many different choices of milk tea can she have?
A. 3 B. 6 C. 9 D. 12
3. Mr. Cornista, a Head Teacher of San Pablo City Integrated High School will be having his breakfast at the school canteen.
He can choose from the menu for day such as fried chicken, pork tocino, or beef tapa which can be paired by a plain rice
or a garlic rice. How many different choices of rice and dish does Mr. Cornista has?
A. 3 B. 4 C. 5 D. 6

4. During the Mathematics class, Mr. Laluz asks his students if how many 2 digit-number can be made from the numbers 1, 2,
3, and 4, when repetition is not allowed?
A. 8 B. 12 C. 16 D. 24

5. Ms. Rapsing wants to eat salad where she can choose one from each of the following ingredients: two types of lettuce, five
types of vegetables, and seven types of dressings. How many possible combinations of salad ingredients she can make?
A. 100 B. 70 C. 37 D. 35

VI. REFLECTION (Time Frame: 10 minutes)

• Communicate your personal assessment as indicated in the Learner’s Assessment Card.
Personal Assessment on Learner’s Level of Performance
Using the symbols below, choose one which best describes your experience in working on each given task. Draw it in the column
for Level of Performance (LP). Be guided by the descriptions below:
¶ - I was able to do/perform the task without any difficulty. The task helped me in understanding the target content/ lesson.
ü - I was able to do/perform the task. It was quite challenging, but it still helped me in understanding the target content/lesson.
? – I was not able to do/perform the task. It was extremely difficult. I need additional enrichment activities to be able to do/perform this
task.
Learning Task LP Learning Task LP Learning Task LP Learning Task LP
Number 1 Number 3 Number 5 Number 7
Number 2 Number 4 Number 6 Number 8

VII. REFERENCES • Mathematics 8 Learner’s Module, pages 562 - 577

• Division of Pasig City SLM 14
• Abuzo, Emmanuel., Bryant, Merden L., Cabrella, Jem Boy B., Callanta, Melvin M., Caldez, Belen P.,
Anastacia, Proserfina I., Castro, Alicia R., Halaboso, Sonia P., Javier, Sonia E., and Roger T. Nocom, et. al.
Mathematics Grade 8 Learner’s Material. First Edition. Pasig City: Department of Education, 2013.
• Oronce, Orlando A. and Marilyn O. Mendoza. E-MATH 8. Revised Edition. Manila, Rex Book Store Inc., 2015.
• Oronce, Orlando A. and Marilyn O. Mendoza. Exploring Math 8. First Edition. Manila, Rex Book Store Inc.,
2018.

Prepared by: BENEDICK R. LALUZ Checked MA. FILIPINA M. DRIO

Master Teacher 1, Mathematics by: LAILA R. MALOLES
HENRY P. CONTEMPLACION
MARIA TERESA J. MACATANGAY