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Illustrate Experiement and Outcome

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85 views5 pages

Illustrate Experiement and Outcome

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© © All Rights Reserved
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Daily Lesson Plan

May 6, 2024

Learning Area: MATHEMATICS


Quarter: FOURTH QUARTER
Week: 4
Grade Level: GRADE 8
Duration: 1 Day

Content Standard The learner demonstrates understanding of key concepts of probability.


The learner is able to formulate and solve practical problems involving
Performance Standard
probability of simple event.

Learning Competency The learner illustrates an experiment, outcome, sample space, and event.
and its Code (M8GE-IVf-1)

Key Concept Basic Concepts of Probability


At the end of the session, the students are expected to:
a. define an experiment, outcome, sample space, and event;
I. LEARNING
b. distinguish experiment, outcome, sample space, and event based on the
OBJECTIVES
given examples; and
c. relate the basic concepts of probability in real- life situation.

II. CONTENT

1. DepEd Learners Material 8: Quarter 4 Module 5


References
2. https://www.youtube.com/watch?v=WtcTKi0ahUA

Resources Laptop, projector/TV, instructional materials, spinner, dice,

1. Opening Prayer
2. Greetings
3. Checking of attendance
The teacher will present a video about Michael Jordan’s career as a basketball
player that students can ponder upon as they answer the question that follows.
Link: https://www.youtube.com/watch?v=WtcTKi0ahUA

What have you learned/ realized from the video?

1. Motivation

“AM I CERTAIN, IMPOSSIBLE OR POSSIBLE”

The teacher will give each students a piece of paper containing an event and the
1. Activity
students will paste it on a specific place that the teacher will prepare as the
students assess the possibility of the events to happen. The corners are: Certain
(100% doable), Impossible (Cannot be realized), and Possible (Can be possibly
done). After posting the assigned event to each student, questions will then be
asked to them.
Guide Questions:
1. What have you felt while doing the activity?
2. Are you familiar with the words Impossible, Certain, and Possible? Where do
2. Analysis these words relate to?
3. Were you able to assess the events based on its possibility to happen?
4. Based on the activity, what does probability/ possibility mean?

PROBABILITY

is a branch of Mathematics that deals with uncertainty. It is the chance


that something will happen. Events cannot be predicted with total
certainty. We can say, “How likely they are to happen.”

PROBABILITY LINE is an illustration of chances using a line.

EXPERIMENT is a situation involving chance or probability that leads to


3. Abstraction results called outcome.

Examples:
1. Flipping a 10- peso coin
2. Throwing a die
3. Choosing a king from a deck of cards

OUTCOME is the result of an experiment.

Examples:
1. Getting a “head” after flipping a coin
2. Getting “3” in a die
3. Picking a “king of hearts”

EVENT is one or more outcomes of an experiment

Examples:
1. Getting a head from flipping a 10-peso coin
2. Rolling a 5 dot-side on a die
3. Picking your name in the raffle draw

SAMPLE SPACE is the set of all possible outcomes of an experiment.

Examples:
1. Head and tail on a 10-peso coin { H, T}
2. 1 up to 6 dot-side on a die {1,2,3,4,5,6}
3. All 52 playing cards in a deck of cards {king, queen, jack, ace, 1,2,3…10}

Sample Problem:

A spinner has 4 equal sectors colored red, yellow,


green, and blue. Identify the experiment,
outcome, event, and sample space of the given
scenario.

EXAMPLE
In the problem above, the experiment is spinning the
spinner.

Experiment

The possible outcomes are landing on yellow, blue,


green, or red.
Outcome

One event of this experiment is landing on blue.

Event

The set of all possible outcomes of the experiment in the


problem above are landing on red, yellow, green, and
blue.
In symbols,
Sample Space S= { red, yellow, green, blue}

“Raise your Boards”


The teacher will utilize the same group that was utilized during the activity. Each
group will be provided with illustration boards and chalks for the next activity.
The group with the most correct answer, will win the activity.

Directions. Use the basic concepts of probability to identify the following


(Experiment, Outcome, Event, Sample Space, Probability). Write each
4. Application answer on the illustration board.

1. 5/6
2. Tail
3. 25%
4. Correct , Wrong
5. KING of Hearts
6. Rolling an even number (2,4, and 6)
7. Tossing a 5-peso coin 3 times
8. Getting a head in a single toss of coin
9. The result of a single trial of an experiment
10. Tossing a coin and rolling a die simultaneously
11. Set of all possible outcomes of an experiment
12. Guessing the number of candies in a container
13. The chance that it will rain today
14. Choosing a JACK from the deck of standard cards
15. A chance process which leads to well- defined results

Answers:
1. Probability 6. Event/ sample point 11. Sample Space
2. Event/ Sample Point 7. Experiment 12. Experiment
3. Probability 8. Event 13. Probability
4. Sample Space 9. Outcome 14. Event
5. Event/ sample point 10. Experiment 15. Experiment
The teacher will ask the students to complete the statements below,

 Today, I was able to …


 I learned that …
4. Generalization  I was able to …

Life is full of uncertainties. Oftentimes, our decisions in life are done under
conditions of uncertainty. These are the probabilities of life.

Directions: Match the items in column A from the items in column B. Write
your letter of the correct answer on your answer sheet.

Column A Column B

IV. EVALUATION ____1) Experiment A. S= {1, 2, 3, 4, 5, 6)


____2) Outcome B. The chance of landing on 4 is 1/6
____3) Sample Space C. A 6-sided dice is rolled
____4) Probability D. Getting a “4” after rolling the dice
____5) Event E. Landing on 1, 2, 3, 4, 5, or 6

“Probabilities Around Me”

The teacher will ask the students to think of a situation (1 only) where they can
apply or see the concept of chances or probability in their daily encounters at
home or while they are in social media or online. The students will capture the
situation using there phone camera and will submit it through Messenger. The
students must include a caption of the photo explaining or telling how
probability works on their photo. In case the student does not own any gadget.
They may draw the situation that they are thinking. They may add colors to
V. AGREEMENT bring more life to the output. Include also a caption that talks about the drawing.
/ASSIGNMENT The output will be submitted 3 days after it is assigned.

Rubric
Criteria Outstanding Satisfactory Developing Beginning Rating
(10 points) (8 points) (6 points) (3 points)
The caption is The caption The
The caption
clear, thorough, is clear and caption is
is
Mathematical and coherent. It coherent. It incomplet
understanda
Reasoning clearly covers the e and
ble but not
manifests how important inconsiste
logical.
probability concepts. nt.
works in real
life.
The photo/
drawing is The The photo.
The photo.
Presentation 100% photo/drawi Drawing
Drawing
of Situation comprehensive ng shows shows
shows 90%
in the Photo/ which clearly 75% 50%
comprehen
Drawing shows how comprehens comprehe
sive.
probability is ive. nsive.
applied.

Prepared by:

LENIEFFER NOREN B. GEMARINO


Pre- Service Teacher

Checked and Observed by:

JOHN REY D. GARCIA


Teacher II

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