7

Quarter 41
Lesson Exemplar Lesson

for Mathematics 6

IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Lesson Exemplar for Mathematics Grade 7
Quarter 4: Lesson 6 (Week 6)
SY 2024-2025

This material is intended exclusively for the use of teachers in the implementation of the MATATAG K to 10 Curriculum during the School Year 2024-
2025. It aims to assist in delivering the curriculum content, standards, and lesson competencies. Any unauthorized reproduction, distribution, modification, or
utilization of this material beyond the designated scope is strictly prohibited and may result in appropriate legal actions and disciplinary measures.

Borrowed content included in this material are owned by their respective copyright holders. Every effort has been made to locate and obtain permission
to use these materials from their respective copyright owners. The publisher and development team do not represent nor claim ownership over them.

Development Team
Writers:
• Ma. Luz A. Cruz (Acacia National High School)
• Rener D. Daya (University of Mindanao)

Validator:
• Roldan S. Cardona (Philippine Normal University – North Luzon)

Management Team
Philippine Normal University
Research Institute for Teacher Quality
SiMERR National Research Centre

Every care has been taken to ensure the accuracy of the information provided in this material. For inquiries or feedback, please write or call the Office
of the Director of the Bureau of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by email at blr.od@deped.gov.ph.
MATHEMATICS / QUARTER 4 / GRADE 7

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners should have knowledge and understanding of outcomes from experiments.
Standards

B. Performance By the end of the quarter, the learners are able to gather data from experiments and represent the data in different
Standards forms.

C. Learning Learning Competencies

Competencies By the end of the lesson, the learners …
and Objectives 1. Collect data from experiments (e.g., number of heads obtained when tossing a coin, number of times, number of
prime numbers obtained when rolling a die).
2. Express outcomes in words and/or symbols and represents outcomes in tables and/or graphs.
Objectives
1. Accurately collect data from experiments.
2. Correctly determine and identify the experiment, outcomes, sample space, and events in a given situation.
3. Accurately count and list the number of occurrences of an outcome in an experiment.

D. Content Experiments, Sample Space, Simple Events, and Outcomes

E. Integration

II. LEARNING RESOURCES

National Repository of Online Courses (2023, December 17). Sample spaces, events and their probabilities. LibreTexts Mathematics.
https://stats.libretexts.org/Bookshelves/Introductory_Statistics/Introductory_Statistics_(Shafer_and_Zhang)/03%3A_Basic_Concepts_of
_Probability/3.01%3A_Sample_Spaces_Events_and_Their_Probabilities
Big Ideas Math (2023, December 17). Experimental Probability.
https://www.bigideasmath.com/protected/content/ipe/grade%207/09/g7_09_03.pdf
Manitoba Education and Training (2023, December 17). Experiment, Event, Outcomes, Sample Space.
https://www.edu.gov.mb.ca/k12/cur/math/support_gr7/full_doc.pdf
Math is Fun (2023, December). Probability Tree Diagrams. https://www.mathsisfun.com/data/probability-tree-diagrams.html
Hossein Pishro-Nik (2023, December 20). Introduction to Probability, Statistics and Random Processes.
https://www.probabilitycourse.com/chapter1/1_3_1_random_experiments.php

1
 SlideShare a Scrib Company (202, December 20). Sample space, events, outcomes, and experiments.
https://www.slideshare.net/slideshow/sample-space-events-outcomes-and-experiments/250046126

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior DAY 1 DAY 1 Time Frame

Knowledge 1. Short Review 15 minutes: review and activity
Writing fractions 20 minutes: discussion with
1. There are 32 football players and 16 cheerleaders at your school. Write the worked example
ratio of cheerleaders to football players. 20 minutes: lesson activity and
giving feedback
BOYS GIRLS
Classroom A 10 22 Note: Time frames are just
Classroom B 15 19 suggestions. The teacher can
make adjustments depending
Use the table above to answer the following: on the pacing of the learners.
a. fraction of girls to boys in classroom A
b. fraction of boys in classroom A to boys in classroom B This section will give a recall of
c. fraction of girls to the total number of students in both classes. students’ ability to write the
relation of the given data in
2. Write the fraction in simplest form. fractions and can also express
a. sunflower to rose. it in the lowest terms. This can
b. rose to the total number of flowers. be done in pairs, so that
students can share while
3. The spinner face shown is divided into 8 sections. The recalling prior knowledge and
arrow in the spinner is spun once. will find the activity engaging.
a. What fraction of the spinner sections are labeled with
a number less than 4? Answers:
16 1
b. What fraction of the spinner sections are labeled with 1. 3. a.
32 2
a number greater than 5? 2
b.
c. What fraction of the spinner sections are labeled with numbers between 22 3
2. a. 6 3
1 & 4? 10 4. a. or
10 8 4
b. b. 0 or none
15
2. Feedback (Optional) c.
41
c.
4
or
1
66 8 2

2
B. Establishing 1. Lesson Purpose
Lesson Purpose Essential Questions:
• How do you define a sample space for a given experiment?
• How do you differentiate outcomes in a sample space?
• How do you determine and quantify the number of events in a specific Teacher’s Key Points:
experiment? • Experiments are activities
that produce an outcome,
2. Unlocking Content Vocabulary but their results cannot be
Present this table of terms to the learners to familiarize the terms to be used in precisely predicted.
this lesson. This could also be a short activity to connect the main lesson. • Sample space is the set of
Define Me! all the possible outcomes of
Terms Definition an experiment.
Experiments • Events are one or more of
Sample Space the outcomes of an
Event experiment.
Outcome • Outcomes are the possible
results of an experiment.

C. Developing and SUB-TOPIC 1: Experiments, Sample Space, Simple Events, and Outcomes
Deepening 1. Explicitation This section is intended for
Understanding Experiments are activities that produce short class discussions for the
an outcome, but their results cannot be students to recall and learn
precisely predicted. new terms that are related to
Example: A coin is flipped and a die is rolled. the given topics of the lesson.
What is the probability of getting a head of
the coin 4 on the die? The teacher can make use of a
concept map of each definition
Experiment: Flipping a coin and rolling a die of terms so that they can be
Head Tail able to conceptualize and share
their understanding of the
terms from “Define Me” activity.

Let the learners also give

Sample space is the set of all the possible outcomes of an experiment. examples based on their
Example: A coin is flipped and a die is rolled. What is the probability of getting a experience for the smooth
head of the coin 4 on the die? transitions of the lesson proper.

3
 Sample space: 𝑆 = = {(1, head), (1, tail),(2, head), (2, tail), (3, head), (3, tail), (4,
head), (4, tail), (5, head), (5, tail), (6, head), (6, tail)}
To further the discussion the
Events are one or more of the outcomes of an experiment. teacher may use the following
Example: A die is rolled, and a coin is flipped. What is the probability of getting a examples from each term being
3 on the die and a tail on the coin? defined after filling out the
Event: {3, tail} concept map.

Outcomes are the possible results of an experiment.

Example: A die is rolled, and a coin is flipped. What is the probability of getting a
5 on the die and a tail on the coin?
Outcomes: Numbers 1, 2, 3, 4, 5, or 6 and head or tail.

2. Worked Example
1. A die is rolled. If it lands on an even number, identify the experiment, outcomes,
sample space, and event in this scenario and make a table and tree diagram to
illustrate this experiment.
Solution:
Experiment: Rolling a die
Outcomes: 1, 2, 3, 4, 5, or 6
Sample Space: S= {1, 2, 3, 4, 5, 6}
Event: When rolling a die and if it lands on an even number, then the event will
be {2, 4, 6}.
Die
1 2 3 4 5 6
Coin
H 1, H 2, H 3, H 4, H 5, H 6, H
T 1, T 2, T 3, T 4, T 5, T 6, T

2. Green, yellow, blue, white, and black marbles are

placed in a covered jar. When a marble is randomly
drawn from the jar, it turns out to be green. In this
context, identify the experiment, outcomes, sample
space, and event.

Image Source: https://byjus.com/question-answer/a-die-is-rolled-and-then-a-coin-

is-tossed-what-is-the-sample-space

4
 Solution:
Experiment: Drawing marble from a jar
Outcomes: When the marbles are drawn, it is possible to get a Green, yellow,
blue, white, or black marble.
Sample Space: S= {Green, yellow, blue, white, black}
Event: Green marble

3. Write the sample space for the experiment that consists of rolling a single die.
Find the events that correspond to the phrases “an even number is rolled” and “a
number greater than 2 is rolled.”
Solution:
The outcomes could be labeled according to the number of dots on the top
face of the die. Then the sample space is the set S = {1, 2, 3, 4, 5, 6}
The outcomes that are even are 2, 4 and 6 , so the events that correspond to
the phrase “an even number is rolled” is the set {2, 4, 6} which it is natural to
denote by the letter E . We write E = {2, 4, 6}.
Similarly, the event that corresponds to the phrase “a number greater than 2
is rolled” is the set T = {3, 4, 5, 6}, which we have denoted T.

DAY 2
3. Lesson Activity
The following activities will help learners enrich their knowledge about illustrating This is intended for group
an experiment, outcome, sample space, and event. activity where students can
A. Fill me! Fill the missing information to complete the table. assign different roles (scribe,
observer, note-taker, reporter/
Experiment Outcome Sample Space
presenter, documenter to
1) ____________________ Head, Tail S = {Head, Tail} perform during the process, so
that all of them has their own
Rolling a die once 2) _____________________ S = {1, 2, 3, 4, 5, 6} participation. It is suggested
that the teacher clarify the
S = {Red, Blue, Yellow, instructions to the students.
Spinning a wheel 3) _____________________
Green} Roam around during the
activity so that he/she can
Playing Lottery Win, Lose 4) ____________________ accommodate student
concerns.
Taking Exam Pass, Fail 5) _____________________

5
 B. Complete the puzzle. This activity can be done individually. Answer to Lesson Activity A:
1. Tossing a coin once
Across 2. 1, 2, 3, 4, 5, 6
1. The possible results of an experiment. 3. Red, Blue, Yellow, Green
3. One or more of the outcomes of an 4. S = {Win, Lose}
experiment. 5. S = {Pass, Fail}
4. Activities that produce an outcome, but
their results cannot be precisely predicted. It is suggested that the teacher
show the step-by-step process
Down in solving for the correct
2. The set of all possible outcomes of an answer.
experiment.
Answer to Lesson Activity B:
1. Outcomes
2. Sample Space
3. Event
DAY 3 4. Experiment
C. My Two Siblings! Identify the outcomes that comprise each of the following
events in the experiment of selecting a three-child family at random.
Answer to Lesson Activity C:
Events Possible Outcomes Sample Space Possible Outcomes
a. {BBG, BGB, BGG, GBB,
a. At least one child is a a. a. GBG, GGB, GGG}
girl. b. {BBG, BGB, GBB}
c. {GBB, GBG, GGB, GGG}
b. Exactly two of the b. b.
children are girls. Sample Space for a, b, and c is:
S = {BBB, BBG, BGB, BGG,
c. The firstborn is a girl c. c. GBB, GBG, GGB, GGG}

Reasoning:

Teacher’s Feedback:

6
 D. Throwing sticks
Three sticks will be given to the students, one side is plain, and the other side In Lesson Activity D, learners
has design and will do the following process. must participate in the game to
1. Take turns throwing three sticks into the center of the circle and moving generate ideas on how the
around the circle according to the chart. concept relates to this game.
2. If your opponent lands on or passes your playing piece, you must start
over. After the game, the teacher
3. The first player to pass his or her starting point wins. should provide the learners
with guiding questions to help
them connect the lesson and
gain a better understanding of
the mathematical concept.

Image Source: https://www.bigideasmath.com/protected/content/ipe/grade%207/09/g7_09_03.pd

Guide Questions:
1. How do you identify the experiment, sample space, outcomes, and event, in
the game?
2. What is the purpose serves of the move chart to be related in this lesson?
3. How are the sticks thrown, and what do the different outcomes (plain side
vs. design side) signify?
4. What mathematical skills or lessons can be learned from playing this game?

D. Making 1. Learners’ Takeaways

Generalizations The learners will be asked to complete the table by answering the following
questions.
1. What learning have I found in this lesson?
2. What learnings can I share with my friends/classmates?
3. What good traits have I developed from this lesson?
4. What are my overall takeaways from this lesson?

7
 2. Reflection on Learning
Let the students complete the sentence.
The mathematical skill/s that I discover within myself while doing the
activities that I want to improve most is/are ___________________________________
because _____________________________________________________________________.

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating DAY 4 DAY 4 Time Frame

Learning 1. Formative Assessment
A. Identify the experiment, outcome, sample space, and event in the following 30 – minutes assessment
situations. 25 – minutes checking of
1. Two coins are tossed and landed on a head and a tail, respectively. answers and giving feedback
a. Experiment:
b. Outcome: Formative Assessment Key:
c. Sample space: A.1
d. Event: a. Tossing two coins
simultaneously
2. A spinner consists of 3 colors: blue, red, and green. What is the chance that b. landing on a head and the
if the spinner is spun, the result is green? other on a tail
a. Experiment: c. S= {HH,HT,TH,TT}
b. Outcome: d. {HT,TH}
c. Sample space:
d. Event: A.2
a. Spinning the spinner
3. A card is drawn randomly from a box containing cards numbered 1 to 10.
b. The result of the spin, which
How likely is it to get a number that is more than 6?
could be blue, red, or green.
a. Experiment:
c. S= {blue, red, green}
b. Outcome:
d. {green}
c. Sample space:
Chance = 1/3
d. Event:

4. A die is rolled once. It landed on a prime number. A.3

a. Experiment: a. Drawing a card randomly
b. Outcome: from a box containing cards
c. Sample space: numbered 1 to 10.
d. Event: b. any integer from 1 to 10

8
 B. Table and Tree Diagram c. S= {1, 2, 3, 4, 5, 6, 7, 8,. 9,
1. Use a tree diagram to identify all the possible outcomes in arranging the 10}
colors black, blue, red, and green without repeating any color. d. {7, 8, 9, 10}
2. Bitoy plans to have 3 children. List all the possible combinations of the Chance= 4/10 or 2/5
gender of the children he might have using a table.
A.4
2. Homework (Optional) a. Rolling a die once
This sub-component allows students to attempt as a form of deliberate practice b. any specific number rolled
what was covered in the lesson. on the die 1, 2, 3, 4, 5, or 6
c. S= {1, 2, 3, 4, 5, 6}
d. {2, 3, 5}

B. Teacher’s Note observations on any The teacher may take note of

Effective Practices Problems Encountered
Remarks of the following areas: some observations related to
the effective practices and
strategies explored problems encountered after
utilizing the different strategies,
materials used, learner
materials used
engagement, and other related
stuff.
learner engagement/
interaction Teachers may also suggest
ways to improve the different
others activities explored/lesson
exemplar.

C. Teacher’s Reflection guide or prompt can be on: Teacher’s reflection in every

Reflection • principles behind the teaching lesson conducted/facilitated is
What principles and beliefs informed my lesson? essential and necessary to
Why did I teach the lesson the way I did? improve practice. You may also
consider this as an input for
• students the LAC/Collab sessions.
What roles did my students play in my lesson?
What did my students learn? How did they learn?

• ways forward
What could I have done differently?
What can I explore in the next lesson?