Republic of the Philippines

Department of Education
REGION IX – ZAMBOANGA PENINSULA
SCHOOLS DIVISION OF PAGADIAN CITY
PAGADIAN CITY SCIENCE HIGH SCHOOL

SEMI-DETAILED LESSON PLAN IN MATHEMATICS

Teacher’s Name: RECILY G. HIPOS Grade Level: 8
Topic/Title: Probability of Simple Events Time Allotment: 1 hour
Venue/Section Mollusca Date: May 25, 2023

I. STANDARDS, COMPETENCIES, AND OBJECTIVES

Content Standard: The learner demonstrates an understanding of key concepts of
probability.
Performance Standard: The learner is able to formulate and solve practical problems involving
the probability of simple events.
Learning Competency: Probability of simple events
Code: SSP-M8SP-IVf-3-g-1
Objectives: At the end of the lesson, the students should be able to:
a) determine the total number of favorable outcomes and the total
number of outcomes in calculating the probability of simple
events;
b) calculate the probability of simple events in different real-life
scenarios; and
c) recognize real-life applications that involve probability.
II. DESCRIPTION OF CONTEXTUALIZATION
Localization/ This lesson focuses on exploring the concepts of the probability of
Indigenization: simple events using different scenarios in reality.
Making connections: Students will learn how to identify and analyze various probabilities of
simple events related to the predictions of phenotypic expressions of
traits following simple patterns of inheritance.
III. LEARNING WITHIN AND ACROSS CURRICULUM TEACHING AREAS
 Math 7 Expresses rational numbers from fraction form to percent form. (M7NS-1e-1)
(Explore)
 Science 8: Predict phenotypic expressions of traits following simple patterns of
inheritance. (S8LT-IVf-18) (Explore)
IV. LEARNING RESOURCES
A. References Math_Teachers_Guide_11.pdf
1. Teacher’s Guide:
2. Learner’s Materials: Mathematics 8 Learner’s Material pp. 555-567
3. Additional Materials https://www.khanacademy.org
from Learning
Resource (LR) portal:
B. Other Learning 21st Century Mathematics for Grade 8 pp. 450-455
Resources Book(s):
V. LEARNING ACTIVITIES
PRELIMINARY (Classroom Management Setting): 5 minutes
 Ask the students to observe silence for personal prayer.
 Check the attendance.
 Flash the Classroom Rules on the screen to remind the students.
P-articipate actively in all learning activities.
A-sk questions if in doubt.
G-ood practices against covid-19 are still a must.
S-peak only when you are recognized.
C-lean as you go.
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 I-ntellectual honesty is highly encouraged at all times.

ELICIT (Get the students’ prior knowledge): 5 minutes

Teaching Strategy  Hands-on learning approach. Allows students to actively engage with
the terms actively, reinforcing their understanding through experiential
learning.
Instructional Materials PowerPoint Presentation, TV, Cartolina

Task 1: Classify Me!

As a review, let the students group or classify the following terms in the box as
experiments or outcomes.

Guide Questions:
1. Were you able to classify the given terms?
2. How did you classify them?

ENGAGE (Get the students’ minds focused on the topic): 5 minutes

Teaching Strategy  Hands-on and inquiry-based learning approach. Engages students in
actively exploring and investigating the concept of probability through
practical experiments and data collection. It encourages students to make
observations, analyze the outcomes, and draw conclusions based on their
findings.
Instructional Materials PowerPoint Presentation, TV, Cartolina, Deck of Cards

Task 2: Flip Me!

 Let the students do a think-pair-share activity.
 Ask students to pair up with a partner. Pairing can be done randomly.
 Explain to the students that they will be flipping a coin twice. Let them record the actual
result and compare it to the predicted outcomes.
 Randomly select two pairs to present their output in front and consider the experiment of
tossing a coin twice. Let the students determine the following:
 Predicted Outcomes: HH, HT, TH, TT
 Actual Outcomes: Answers may Vary
 Sample Space: {HH, HT, TH, TT}
 Possible Events: Getting two heads or getting at least one head, getting no heads, getting
no tails, getting one tail.

Guide Questions:
 How did you feel when flipping the coin? Did you have any expectations or predictions
about the outcomes? Why?
 Can you think of any specific events that might provide more detailed predictions?

EXPLORE (Provide students with a shared experience): 15 minutes

Teaching Strategy  Collaborative Learning. It promotes peer learning, as students can share
their perspectives, clarify misconceptions, and collectively develop a
comprehensive discussion that fosters critical thinking skills and enhances
student communication and collaboration.

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Instructional Materials -PowerPoint Presentation, Visuals, Marker, Hand-outs, Cartolina.
Task 3- Probability Exploration!

 Probability Concept
Let the students fill in the missing terms to complete the concept of probability.

Provide at least two real-life scenarios that involve probability.

 Tossing Coins
Three coins are tossed.
Sample Space: {HHH, HHT, HTH, HTT, THH, THT, TTH, TTT}
Possible Events: Getting at least two heads …
number of favorable outcomes {n ( E ) }
What is the probability ( P( E)= of getting:
Total number of outcomes {n ( S ) }
a. Three heads?
b. At least two tails?
c. No tail?
*Note: Express your answers in percent.

 Monohybrid Crossing By Punnet Square

Let the students calculate the genotypic ratio and the phenotypic ratio of the second
generation given the following alleles:
TT- Homozygous Dominant Tall
tt- Homozygous Recessive short
*Phenotypic Ratio (Physical Appearance)
*Genotypic Ratio (Set alleles/genes an individual has, it is represented by letters)

First Generation Second Generation

T T T t
T
t Tt Tt TT Tt
t t
Tt Tt Tt tt

 Rolling a Die Once

Determine the following:
1. Outcomes: 1, 2, 3, 4, 5, 6
2. Sample Space: {1, 2, 3, 4, 5, 6}
3. Possible Events: Getting a 1, getting a 2…
number of favorable outcomes {n ( E ) }
4. P(getting 1): P( E)=
Total number of outcomes {n ( S ) }
*Note: Express your answers in percent.

 Weather Forecast

According to a meteorologist, the weather forecast for the upcoming week has
interesting patterns to prepare.
We will start the week with clear skies and mild temperatures; by Tuesday, a low-
pressure system will move in from the west, bringing it with a chance of showers and
thunderstorms. The system will continue to impact the region on Wednesday, with
scattered showers expected throughout the day. Thursday, as a low-pressure system

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 moves out, skies will gradually clear, and the chance of rain diminishes. Expect mostly
sunny skies on Friday as high pressure builds in. The weekend looks promising, with
plenty of sunshine and pleasant temperatures.
1. How does the weather forecast for the week impact your daily activities or plans?
2. What precautions would you take if there is a chance of showers or thunderstorms?
3. How would you stay updated with the latest weather alerts or changes in the forecast?

EXPLAIN (Teach the concept. Should include an interaction between teacher and students): 15
minutes
Teaching Strategy  Direct instruction, discussion, and concept explanation. It helps
students develop a deeper understanding of probability and builds
upon their hands-on experiences from the explore activity.
Instructional Materials -PowerPoint Presentation, Marker, Students Explored Activity

Teacher’s Time!
 Review the activity:
 Use the data collected during the activity to calculate probabilities for the events
students explored.
total number of favorable outcomes
 Introduce students to probability notation P(E)=
total number of outcomes .
 Offer additional examples and practice problems related to probability using other
scenarios.
ELABORATE (Students apply the information): 15 minutes
Teaching Strategy  Student Presentation strategy allows students to actively participate
in learning, develop communication and presentation skills, and
engage in peer-to-peer learning. It also allows the teacher to assess
student understanding and knowledge retention.
Instructional Materials -PowerPoint presentation, Cartolina, Markers, Group Scoreboard

Task 4- Group Presentations

 Let students present their explored outputs.

 Rate students explored outputs based on the rubrics given:

 Let them reflect on probability's importance to their daily life as students.

Guide Questions:
1. How important probability is in our daily life?
2. What are your realizations about probabilities after doing the different activities of today’s
lesson?

EVALUATE (Checking Students’ Understanding): 5 minutes

Teaching Strategy Problem-Solving and Reflective Thinking
Instructional Materials Test –Questionnaire, PowerPoint Presentation

Task 5- Comprehension Check

 Instruct the students to answer the following.

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Part I-Multiple Choice. Direction: Read each statement carefully. Write the letter of your choice
in the space provided before the number.

_____1. Mrs. Cueva, a Math teacher, draws names to see who will answer the first problem.
There are 13 boys and 27 girls in her class. What is the probability that she will draw a girl’s
name?
A. 3/27 B. 13/40 C. 27/40 D.27/13

_____2. Which of the following illustrates the probability of simple events?

A. In rolling a fair die, each outcome in the sample space has a probability of 1/6.
B. If a fair coin is flipped, the probability of getting a head is one, and the probability of
getting a tail is 1/2.
C. In a day from a week, the probability of getting a day that starts with S is 0.
D. All of the above

_____3. From the same set of cards, 15 yellow cards, ten pink cards, and ten orange cards,
what is the probability that the card chosen at random will be orange?
A. 2/3 B. 2/7 C. 3/7 D.4/7

_____4. Which of the following real-life situations applies the true essence of probability?
A. Answering a true/false-type question has one possible outcome.
B. Flipping a coin thrice has three possible outcomes.
C. The probability of getting a head when a coin is tossed can be expressed as ½, 0.5, or
50%.
D. The probability of rolling 7 in a die is 1/7.

_____5. Rex is reading a 250-page book. There are illustrations on 50 pages. If Rex opens the
book randomly, what is the probability in percent form that the page will have an illustration?
A. 10% B. 20% C. 30% D. 40%
_____6. What is the number of favorable outcomes in getting at least one head if you flip a coin
twice?
A. 1 B. 2 C. 3 D. 4

_____7. What is the total number of outcomes if you flip a coin thrice?
A. 2 B. 4 C. 6 D. 8

_____8. A deck of playing cards contains 52 cards. What is the probability of drawing a heart
card?
A. B. 1/26 C. 1/52 D. ¼

_____9. What is the number of favorable outcomes in getting an even number if you roll a die
once?
A. ½ B. 1/3 C. 1/6 D. ¼

_____10. What is the total number of outcomes if you roll a die once?
A. 1 B. 4 C. 6 D. 12

Part II. Self-Reflection

Direction: Answer the following questions as honestly as you can.

1. From a scale of 1-5, 5 being the highest, how would you rate your level of understanding
of the topic discussed?
___________________________________________________________
2. What is your most significant learning today?
___________________________________________________________
3. What things might you want more help with?
___________________________________________________________

 Ask students to exchange papers with seatmates.

 Get the scores of the class to compute the class performance, MPS.

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Answer Key:
1. C 6. C
2. A 7. D
3. B 8. D
4. C 9. A
5. B 10. C

VI. REFLECTION
Mean Percentage Score (MPS):______ Achievement Level: □ Mastered (96-100%)
□ Closely Approximating Mastery (86-95%) □ Moving Towards Mastery (66-85%) □ Average (35-65%)
□ Very Low (15-34%) Absolutely □ No Mastery (0-14%)
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for remediation
C. Which of my teaching strategies worked well? Why did these
work?

D. What difficulties did I encounter that my HT/MT/School

Principal/Supervisor can help me solve?

E. What innovation or localized materials did I use/discover that I

wish to share with other teachers?

Prepared by:

RECILY G. HIPOS
Teacher I

Checked and Reviewed:

MOHAMAD ALI E. RAMBER

Master Teacher II

Noted:

CRESTINA T. PAROT, EdD.

School Head

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