8

Mathematics 8
Quarter 4 - Week 5 Module 5
Illustrating an Experiment, Outcome,
Sample Space and Event

AIRs - LM
Mathematics 8
Quarter 4 - Week 5 Module 5: Illustrating an Experiment, Outcome,
Sample Space and Event
First Edition, 2021

COPYRIGHT 2021

La Union Schools
Division Region I

All rights reserved. No part of this module may be reproduced in any form
without written permission from the copyright owners.

Development Team of the

Module
Writer: Jenalyn D. Marzan

Editor: SDO La Union, Learning Resource Quality Assurance Team

Layout Artist: Ernesto F. Ramos Jr., P II

Management Team:

Atty. Donato D. Balderas, Jr.

Schools Division Superintendent

Vivian Luz S. Pagatpatan, PhD

Assistant Schools Division Superintendent

German E. Flora, PhD, CID Chief

Virgilio C. Boado, PhD, EPS in Charge of LRMS

Erlinda M. Dela Peña, EdD, EPS in Charge of Mathematics

Michael Jason D. Morales, PDO II

Claire P. Toluyen, Librarian II

 Target

Good day mathematicians!

Your goal in this module is to learn and understand the key concepts of
probability and the fundamental counting principle by conducting several
experiments. Activities are also given to process your knowledge and skills acquired,
deepen and transfer your understanding. The scope of this module enables you to
use it to many different learning situations.

Before we start, let us consider first the learning competencies:

1. illustrates an experiment, outcome, sample space and event.
(M8GE-IVf-1)
2. counts the number of occurrences of an outcome in an
experiment: (a) table; (b) tree diagram; (c) systematic listing; and
(d) fundamental counting principle. (M8GE-IVg-1)

After going through this module, you are expected to:

1. define an experiment, outcome, sample space and event.
2. understand the relation of the possible outcome to probability
3. illustrate the number of occurrences of an outcome in an experiment:
(a) table; (b) tree diagram; (c) systematic listing; and (d) fundamental
counting principle.
4. count the number of occurrences of an outcome in an experiment: (a)
table; (b) tree diagram; (c) systematic listing; and (d) fundamental
counting principle.

Before going on, check how much you know about this topic. Answer
the pre-test on the next page in a separate sheet of paper.
Pre- Assessment:
Directions. Choose the letter of the correct answer. Write your answer on a
separate sheet of paper.
.
____1. Which of the following is an experiment?
A. Choosing a marble from the jar.
B. Counting the number of marbles in a jar.
C. Determine the weight of the jar.
D. Measuring the volume of the jar.
____2. Which of the following is an outcome?
A. Drawing a card.
B. Getting a red marble from a jar full of different colored marbles.
C. Flipping a coin.
D. Rolling a die.
____3. A card is draw from a box containing cards numbered 2, 4, 6, …, 20
(multiples of 2). Write down the sample space S. What is the total number of
possible outcomes, n(S)?
A. 2 B. 8 C. 10 D. 20
____4. Two dice are thrown and the values of both dice are multiplied. What is the
total number of possible outcomes n(S)?
A. 6 B.12 C. 18 D. 36
____5. A coin is tossed three times. For each toss, the possible outcomes are H
(Heads) or T (Tails). What is the sample space for this experiment?
A. S = {TTT, TTH, THT, THH, HTT, HTH, HHT, HHH}
B. S = {TTT, TTH, THT, THH}
C. S = {HTT, HTH, HHT, HHH}
D. S = {HHH, HHT, HTH, TTT, TTH, THT}
____6. What is the favorable outcome?
A. All of the Outcomes B. What can happen
C. What will happen D. What I want to Happen
____7. Possible results in a probability situation are called ____________.
A. Likelihoods B. Favorable answers C. Outcomes D. Trials
____8. In order to figure out who will go first in a game, your friend asks you to
pick a number between 1 and 5. What are the possible outcomes?
A. 1 B. 1,2,3,4,5 C. 3,4,5 D. 5
____9. If you flip a penny, how many possible results are there?
A. heads, tails B. 0 C. 1 D. 2
____10. In order to figure out who will go first in a game, your friend asks you to
pick a number between 1 and 9. What are the favorable outcomes of
choosing an even number?
A. 4 B. 1,3,5,7 C. 2,4,6,8 D. 9
____11. A bag is filled with 4 red marbles, 3 blue marbles, 3 yellow marbles, and 2
green marbles. You randomly choose one marble from the bag. Find the
number of ways the event can occur.
A. 2 B. 3 C. 4 D. 12
 ____12. A bag is filled with 4 red marbles, 3 blue marbles, 3 yellow marbles, and 2
green marbles. You randomly choose a green marble from the bag. What are
the favorable outcomes?
A. 2 B. green, green C. red, blue, yellow, green D. 12
____13. Which method of finding the total outcomes of an event allows you to see
all possible outcomes?
A. Fundamental Counting Principle B. Theoretical Probability
C. Experimental Probability D. Tree Diagram

____14. How many outfits are possible with 5 pairs of jeans, 8 t-shirts, and 2 pairs
of shoes?
A. 10 B. 15 C. 40 D. 80
____15. What define experimental probability?
A. What will happen B. What should happen
C. What will I like to happen D. All of the outcomes

Illustrating an Experiment,
Lesson Outcome, Sample Space and Event

As you go through this module, think of the following essential questions; how is the
number of occurrences of an event determined? how does knowledge of finding the likelihood
of an event help you in your daily life? To find the answer, perform each activity to the best of
what you can.
Let’s get started!

Jumpstart

Activity 1: Match Me!

Read each statement carefully. Match Colum A with Column B. Write the
correct answer before each number.
COLUMN A COLUMN B
____ 1. Determine the sample space for the following H. {HT, TH}
experiment: Choosing one of the four possible
aces from a standard deck of cards.
____ 2. Determine the sample space for the following E. {ace of clubs, ace
experiment: Choosing a club from a standard deck of of diamonds, ace
cards. of hearts, ace of
spades}
 ____ 3. Write the set for the following event: A. 3 possible
Getting exactly one head after flipping two coins. outcomes

____4. How many possible outcomes are there for the R. {ace, 1, 2, 3, 4, 5,
experiment of choosing a color of the rainbow at 6, 7, 8, 9, 10, J,
random? Q, K}
____5. How many possible outcomes are there for the T. There are 7
experiment of choosing rock, paper, or scissors possible
at random? outcomes
Activity 2: We are Match Made in Probability!
Match the following with each letter on the probability
line. Number 1 is done for you.

e 1. There are 7 days in a week.

____ 2. Out of 20 items, Jann got 15.
____ 3. In the Philippines, it will snow in March.
____ 4. If you flip a coin, it will come down heads.
____ 5. All months of the year have 28 days.
____ 6. It will be daylight in Manila at midnight.
____ 7. The day before Monday is Sunday.
____ 8. Of the 40 seedlings, only 10 survived.
____ 9. Next year, the month after November has 30
days.
____10. The third person to knock on the door will be
a female.
____11. The chance that the last outcome in rolling a
number cube is an even number.

Discover

Key Concepts of Probability

An EXPERIMENT is any activity with an observable result. Tossing a coin, rolling

a die or choosing a card are all considered experiments.
An OUTCOME is a possible result of an experiment.
A SAMPLE SPACE is the set of all possible outcomes in the experiment. It is
usually denoted by the letter S. Sample space can be written using the set notation,
{ }.
 Sample space can be presented by a) systematic listing, b) table, c) tree diagram
and d) Fundamental Counting Principle (FCP).

A tree diagram is a visual way to represent the total outcomes you could
have. It helps you to map out the probabilities of many possibilities graphically. It
has two main parts: the branches and the ends. The probability of each branch is
generally written on the branches, while the outcome is written on the ends of the
branches.
A table of outcomes is a table where the first row and first column represent the
possible outcomes in each event.
The outcomes for an event can be listed (Listing) in an organized
or systematic way to make sure that none of the possible outcomes is missed out.

Fundamental Counting Principle (FCP)

If you have a ways of doing event 1, b ways of doing event 2, and c ways of event 3,
then you can find the total number of outcomes by multiplying:

axbxc

An EVENT is a subset of the sample space.

Let's look at some do-able examples with equally likely outcomes:

Experiment/Activity Sample space (as systematic listing)

Tossing a Coin (simple There will be 2 outcomes in the sample space,

event) S = {Heads, Tails}

There will be 6 outcomes in the sample space,

Rolling a Die (simple
event) S = {1, 2, 3, 4, 5, 6}

Draw a Card from a There will be 52 outcomes in the sample space:

Standard Deck (simple
event) S = {13 Spades: 2,3,4,5,6,7,8,9,10, ace, jack queen, king,
13 Clubs: 2,3,4,5,6,7,8,9,10, ace, jack, queen, king,
13 Diamonds: 2,3,4,5,6,7,8,9,10, ace, jack, queen, king,
13 Hearts: 2,3,4,5,6,7,8,9,10, ace, jack, queen, king}

Rolling a Pair of Die There will be 36 outcomes in the sample space:

(simple event) S = {(1,1) (1,2) (1,3) (1,4) (1,5) (1,6),
(2,1) (2,2) (2,3) (2,4) (2,5) (2,6),
(3,1) (3,2) (3,3) (3,4) (3,5) (3,6),
(4,1) (4,2) (4,3) (4,4) (4,5) (4,6),
 (5,1) (5,2) (5,3) (5,4) (5,5) (5,6),
(6,1) (6,2) (6,3) (6,4) (6,5) (6,6)}

Choose outfit: There will be 4 possible outfit combinations (outcomes) in

Brown jacket, Red the sample space:
jacket, jeans, boots, S = {brown jacket, jeans, boots; brown jacket, jeans,
sneakers (simple event) sneakers; red jacket, jeans, boots; red jacket, jeans,
sneakers}

The sample space for rolling a pair of die and tossing two coins can be
represented by chart or table for an organized view of the sample space.

Die1/Die 2 1 2 3 4 5 6 Coin1/Coin H T
2

1 (1,1) (2,1) (3,1) (4,1) (5,1) (6,1) H H,H T,H

2 (1,2) (2,2) (3,2) (4,2) (5,2) (6,2) T H,T T,T

3 (1,3) (2,3) (3,3) (4,3) (5,3) (6,3)

4 (1,4) (2,4) (3,4) (4,4) (5,4) (6,4)

5 (1,5) (2,5) (3,5) (4,5) (5,5) (6,5)

6 (1,6) (2,6) (3,6) (4,6) (5,6) (6,6)

For the event that doubles will come out the sample space would be S = {1,1; 2,2;
3,3; 4,4; 5,5; 6,5). There will be 6 outcomes.

When performing an experiment like rolling a die 15 times, a sample space can
be represented in a "table" to determine the frequency of the observations, recorded
with tally marks.
Roll of die Tally mark Frequency
1  2
2  4
3  1
4  3
 5  2
6  3

When attempting to determine a sample space, it is often helpful to draw a tree

diagram which illustrates how to arrive at the answer. A tree diagram is a drawing
with "line segments" pointing out all of the different possible "paths" for the
outcomes. The tree diagram can be used to determine the probability of individual
outcomes within the sample space.

The probability of any outcome in the sample space is the product

(multiplication) of all probabilities along a path that represents that outcome on the
tree diagram.

Here is the tree diagram for the toss of a coin:

Outcome
There are two “branches” (Head and Tails)
Probability
• The probability of each branch is written on the
Branch branch
Head The outcome is written at the end of the branch
1
or 0.5 The outcome for head is and the outcome for tail is
2
also 1. The total outcome will be 2.
The probability of each outcome:
𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑝𝑜𝑠𝑠𝑖𝑏𝑙𝑒 𝑜𝑢𝑡𝑐𝑜𝑚𝑒
P(head) =
𝑡𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑜𝑢𝑡𝑐𝑜𝑚𝑒
1
start = or 0.5
2

1
or 0.5
2
Tail

Another example: Two coins are tossed

1
or 0.25 H HH
4
H
1
or 0.25 T HT
4

1
or 0.25 H TH
4
T
1
or 0.25 T TT
4

For more complex probability problems, we will use a formula known as

the fundamental counting principle (FCP) to easily determine the total outcomes
for a given problem.

Example: A new restaurant has opened and they offer lunch combos for
Php250. With the combo meal you get 1 sandwich, 1 side and 1 drink. The
choices are below. Determine the total number of outcomes using FCP.
Sandwiches: Chicken Salad, Turkey, Grilled Cheese

Sides: Chips, French Fries, Fruit Cup

Drinks: Soda, Water

Solution:

To find the total number of outcomes for the scenario, multiply the total outcomes
for each individual event.

Event a = 3 choices of sandwiches

Event b =3 choices of sides

Event c =2 choices of drinks

total outcomes = a x b x c = 3 • 3 • 2 = 18

Explore

Activity 3: What’s my Sample Space?

1. Two fair dice are rolled at the same time and their scores are added together.
Represent the sample space by using a “table”. Write the outcomes by “listing”. Find
the probability of the sum of the two dice equaling 7.

2. Show the sample space for tossing one coin and rolling one die.
3. A running club has 160 members. 74 of the club members are female. 58 of the
female members are over 18. 21 of the male club members are under 18.

Complete the tree diagram to show this information.

Find the probability that a member of the club chosen at random is under 18.
 For you to understand the lesson well, do the following activities.
Have fun and good luck!

Deepen

Activity 4: Represent me!

Directions: Find the number of possible combinations of menu by a) listing, b)

table, c) tree diagram and d) Fundamental Counting Principle.
1. A school canteen serves lunch for students. For rice: the choices are fried rice
and steamed rice, for viand: chicken adobo and pinakbet, for drinks:
pineapple juice and orange juice.
2. You are ordering pizza. You can choose a small, medium or large pizza and you can
choose cheese or pepperoni.
3. A restaurant has 4 entrees, 5 appetizers, 8 side dishes, and 10 beverages.
How many possible meals are there?

Congratulations for reaching this far! You are now

ready to take the assessment test. Good luck!
 Gauge

Post Assessment: Read each item carefully. Identify the choice that best
completes the statement or answers the question
____1. An even in which the probability is 1; e.g., spinning a spinner with the
colors red, green and blue and getting P (not purple) = 1.
A. Certain Event B. Likely Event
C. Possible Event D. Probable Event
____2. What is the correct definition of outcome?
A. The number of observations of a data value in a experiment
B. An experiment in which the probability of each outcome is the same
C. All the possible results of an activity or experiment
D. A probability model in which the outcomes do not necessarily have equal
probabilities
____3. A collection of outcomes from an activity. Which word means this?
A. Complementary Events B. Event
C. Theoretical Probability D. Uniform Probability Model
____4. A description of how likely an event is to occur. Which word means this?
A. Non-Uniform Probability Model B. Observed Frequency
C. Probability D. Venn Diagram
____5. These are events that have the same probability of occurring?
A. Dependent Events B. Equally Likely Events
C. Even Chance D. Independent Events
____6. What is it that refers to an event which will never happen?
A. Certain B. Likely C. Impossible D. Unlikely
____7. Which refers to something which is not likely to occur, not likely to be true
or be believed?
A. Certain B. Likely C. Impossible D. Unlikely
____8. It refers to something which is likely to change, and therefore not reliable or
stable.
A. Certain B. Likely C. Impossible D. Uncertain
____9. If the event will _________, then its probability is 0.
A. Happen B. Never Happen C. Not occur D.
Occur
____10. What principle that states: If there are two or more stages of an activity, the
total number of possible outcomes is the product of the number of possible
outcomes for each stage of the activity?
A. Compound event B. Fundamental Counting principle
C. Intercepts D. Maximum point
____11. Ricardo flips a quarter three times. Which of the following tree diagrams
represents the sample space of three tosses?
A. B.

C. D.

____12. An ice cream shop has a special sundae. The sundae could have chocolate
ice cream or strawberry ice cream. It also includes either hot fudge, caramel, or
strawberry sauce. Which of the following shows all the possible outcomes of
the special sundae?
A. S = {chocolate, strawberry, hot fudge, caramel, strawberry sauce}
B. S = {(chocolate, strawberry, hot fudge), (strawberry, caramel), (chcolate,strawberry
sauce)}
C. S = {(chocolate, hot fudge), (chocolate, caramel), (chocolate,strawberry sauce),
(strawberry, hot fudge), (strawberry, strawberry sauce)}
D. S = {(chocolate, hot fudge), (chocolate, caramel), (chocolate,strawberry sauce),
(strawberry, hot fudge), (strawberry, caramel), (strawberry, strawberry sauce)}
____13. Sarah has a bag with 2 blue tiles, 1 red tile, 2green tiles and 1 orange tile.
Which of the following represents all possible unique outcomes if Sarah
chooses 3 tiles at one time from her bag?
A. B. Green, Green, Red
Green, Blue, Red Green, Green, Orange
Orange, Blue, Red Green, Green, Blue
Blue, Orange, Green Green, Blue, Blue
Red, Green, Blue Green, Blue, Orange
Green, Blue, Red
Green, Orange, Red
C. Green, Green, Red Blue, Blue, Blue
Green, Green, Orange Blue, Orange, Red
Green, Green, Blue
Green, Blue, Blue
Green, Blue, Orange D. Green, Blue, Red
Green, Blue, Red Green, Blue, Orange
Green, Orange, Red Green, Red, Blue
Blue, Blue, Red Green, Blue, Green
Blue, Blue, Orange Blue, Green, Red
Blue, Orange, Red Blue, Red, Orange
Blue, Orange, Red
 ____14. What percentage of girls have blonde hair?

A. 29% B. 30% C. 32% D. 40%

____15. A menu has 6 different sandwiches, with 3 choices of potato chips, 3 types
of salad and 5 different beverages. How many different lunch combinations
consisting of a sandwich, chips and beverage can be ordered?
A. 17 B. 30 C. 90 D. 270

Great job! You are awesome! You are almost done with this module.

References:

Printed Materials:

Abuzo, E.P., et al., Mathematics Grade 8 Learner’s Module, First Edition 2013: Book
Media Press, Inc., Quezon City and Printwell, Inc. Mandaluyong City.
Abuzo, E.P., et al., Mathematics Grade 8 Teacher’s Guide, First Edition 2013: Book
Media Press, Inc., Quezon City and Printwell, Inc. Mandaluyong City.
Oronce, O. A., Mendoza, M. O. (2003). Worktext in Mathematics for Secondary
Schools: Exploring Mathematics (Intermediate Algebra). Rex Book Store, Inc. Manila,
Philippines.
Oronce, O. A., Mendoza, M. O. (2010). Worktext in Mathematics: e-math for Advanced
Algebra and Trigonometry. Rex Book Store, Inc. Manila, Philippines.

Website:

https://study.com/academy/lesson/tree-diagrams-sample-space-diagrams-tables-
of-outcomes.html
https://www.slideshare.net/jmpalero/mathematics-8-basic-concepts-of-probability
https://intl.siyavula.com/read/maths/grade-12/probability/10-probability-04
www.algebra-class.com/theoretical-probability.html
http://www.onlinemathlearning.com/theoretical-probability.html
Copyright 2011MathsIsFun.com
www.mathsisfun.com/definitions/probability.html
http://intmath.com/counting-probability/2-basic-principles-counting.php
http://whatis.techtarget.com/definition/probability
www.algebra-clss.com/probability-problems.html
https://www.onlinemathlearning.com/samples-in-probability.html
https://youtu.be/x-wduLmn2ZY
https://www.bbc.co.uk/bitesize/guides/z3p3k2p/revision/4
https://www.shmoop.com/probability-statistics/outcomes-events-exercises.html
https://www.algebra-class.com/fundamental-counting-principle.html
Answer Key
Activity 1. Match Me!