7

Quarter 41
Lesson Exemplar Lesson

for Mathematics 7

IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

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

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Writer:
• Rener D. Daya (University of Mindanao)

Validator:
• Richard M. Lorente (Bicol University)

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

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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 lesson, 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. Express outcomes in words and/or symbols and represent outcomes in tables and/or graphs.
2. Solves problems using the outcomes of experiments.
Learning Objectives
1. Accurately identify all the possible outcomes in an experiment using systematic listing.
2. Correctly solve problems involving outcomes in an experiment using systematic listing.
3. Accurately solve problems using the outcomes of experiments.
4. Correctly illustrate the probability of simple events.
5. Accurately solve problems involving the probability of simple events.

D. Content • Determining Outcomes of an Experiment by Systematic Listing

• Solving Problems Using Outcomes of Experiments
• Probability of Simple Events

E. Integration

II. LEARNING RESOURCES

Cuemath (2024, June 7). Sample Space. https://cuemath.com/questions/the-set-of-all-possible-outcomes-of-an-experiment-is/

Khan Academy (2024, June 7). Simple probability. https://www.khanacademy.org/math/cc-seventh-grade-math/cc-7th-probability-
statistics/cc-7th-basic-prob/e/probability_1
Libre Texts Statistics (2024, June 6). Sample Spaces, Events, and Their Probabilities.
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
Math is Fun (2024, June 7). Probability. https://www.mathsisfun.com/data/probability.html
Maths Genie (2024, June 6). Systematic Listing. https://www.mathsgenie.co.uk/resources/2-systematic-listing.pdf

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 Online Math Learning (2024, June 6). Probability of an Event. https://www.onlinemathlearning.com/probability-of-an-event.html
Transum (2024, June 6). Systematic Listing Strategies. https://www.transum.org/Maths/Exercise/Listing/

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior DAY 1 On day 1 of this lesson, the

Knowledge 1. Short Review teacher will give a short
A. Identify the experiment, outcome, sample space, and event in the following review about identifying
situations. experiments, sample space,
1. What is the likelihood of the die landing on a number lower than 4 when thrown? outcomes, and events.
a. Experiment:
b. Outcome: After giving the short
c. Sample space: activity, check the answers
d. Event: of the learners and provide
feedback on it to smoothly
2. Feedback (Optional) connect the main lesson.

B. Establishing 1. Lesson Purpose This section is intended for

Lesson Purpose To highlight the lesson's purpose, use the essential questions below to engage short class discussions for
learners and show the lesson's importance based on their experiences. the students to recall and
Essential Questions: learn new terms that are
1. When do counting and listing become organized and systematic? related to the given topics of
2. How does systematic listing differ from using a table or tree diagram? the lesson.
3. How can we determine the probability of simple events in various word
problems? Note: Essential questions in
4. How can we identify the outcomes of a simple event, and how does this help in this part do not necessarily
calculating its probability? need to be answered. These
questions will only serve as a
2. Unlocking Content Vocabulary guide and an engaging factor
Define Me! in proceeding to the lesson
Terms Definition proper.
Systematic listing
Simple Event Teachers can use images
Success depicting each term's
Probability definition to aid learners in
Outcomes visualizing and expressing

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 Key Points: their comprehension of the
• Systematic listing is an organized method of arranging information to concepts.
ensure that no possible outcomes are overlooked.
• A simple event is any possible result of a random experiment. Use the “Define Me” table to
• Success refers to the occurrence of the intended event outcome. gather ideas from learners.
• Outcomes are the possible results or occurrences of an event. In the context This approach will promote
of probability or statistics, outcomes represent the different potential interactive discussion.
situations or occurrences that can happen as a result of an experiment, trial,
or event. Note: Always engage
• Probability is the measure of the likelihood that a particular event will occur. learners in an interactive
It is quantified as a number between 0 and 1, with 0 indicating that the event discussion to make them
will not happen and 1 indicating certainty that the event will happen. more participative.

The probability of a simple event, denoted by P(E), is calculated using the formula
𝒏(𝑬)
𝑷(𝑬) = where 𝑛(𝐸) is the number of times an event will occur, and N is the total
𝑵
number of possible outcomes.

C. Developing and SUB-TOPIC 1: Determining Outcomes of an Experiment by Systematic Listing.

Deepening 1. Explicitation
Understanding Systematic Listing - this refers to an organized method of arranging information
to ensure that no possible outcomes are overlooked. Class discussion in the
Example: List all the possible combinations when two coins were tossed. presentation of new
terminologies related to the
We are aware that there is a chance that both coins could show heads, so we'll topic.
begin by listing the first set of outcomes as (head, head). If we change the second
coin to tails, the subsequent possible outcome would be (head, tail). A step-by-step of showing
Repeating the process, we can write, the process (Q & A, if
(Head, Head) possible) is necessary to be
(Head, Tail) presented by the teacher
(Tail, Head) with the assurance that all
(Tail, Tail) students will understand the
lesson.
2. Worked Example
Example 1. List the combinations of three-digit numbers that can be formed using
the digits 1, 2, and 3, with the condition that repetition of digits is permitted.
Solution: To list all three-digit numbers systematically, begin with the smallest
number and proceed by altering the digits starting from the rightmost position.
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 111 211 311
112 212 312
113 213 313
121 221 321
122 222 322
123 223 323
131 231 331
132 232 332
133 233 333

Therefore, there are 27 possible combinations of 3-digit numbers can be formed

using the digits 1, 2, and 3.

Example 2. On a school sports fest day, students must take part in one track event
and one field event. List the possible combinations of track and field events
systematically. Below is the list of events.
Track Events Field Events

Hurdles (H) Long Jump (L)

Relay (R) Javelin (J)
Sprint (S) Tripple Jump (T)

Solution: To list all possible combinations of sports events, begin with the first
event under track events to pair with field events.
H, L R, L S, L
H, J R, J S, J
H, T R, T S, T

Therefore, the above list comprises 9 possible combinations.

3. Lesson Activity
Let the students answer the items below: Let the students work by
1. Empoy has three balls numbered with the same color: 7, 2, and 5. List all the tandem or small group to
possible combinations of numbers systematically. answer the exercises.

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 2. During your school's sports festival, students are required to participate in
one indoor event and one outdoor event. Systematically list the potential Allow the students to present
combinations of track and field events. their answer to the whole
class for discussion.
Below are the available events. Below is the list of indoor and outdoor events.
Indoor Event Outdoor Event
Badminton Football
Table tennis Swimming
Volleyball Relay
Futsal Long Jump

DAY 2
SUB-TOPIC 2: Outcomes and Probability of Simple Events
1. Explicitation
Outcomes are the possible results or occurrences of an event. In the context of
probability or statistics, outcomes represent the different potential situations or
occurrences that can happen as a result of an experiment, trial, or event.
Probability is the measure of the likelihood that a particular event will occur.
It is quantified as a number between 0 and 1, with 0 indicating that the event will
not happen and 1 indicating certainty that the event will happen.
The probability of a simple event, denoted by P(E), is calculated using the
𝒏(𝑬)
formula 𝑷(𝑬) = where 𝑛(𝐸) is the number of times an event will occur, and 𝑁
𝑵
is the total number of possible outcomes.

2. Work Example
Example 1: In rolling a die, find the probability of getting an odd number.
𝑛(𝐸) − 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑓𝑎𝑣𝑜𝑟𝑎𝑏𝑙𝑒 𝑜𝑢𝑡𝑐𝑜𝑚𝑒
𝑃(𝐸𝑣𝑒𝑛𝑡) =
𝑁 − 𝑡𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑝𝑜𝑠𝑠𝑖𝑏𝑙𝑒 𝑜𝑢𝑡𝑐𝑜𝑚𝑒𝑠

Take note that here are 3 odd numbers, namely 1, 3, and 5 and there
are 6
possible outcome, namely 1, 2, 3, 4, 5, and 6.
3 1
Thus, 𝑃(𝑂𝑑𝑑 𝑛𝑢𝑚𝑏𝑒𝑟) = =
6 2

The probability of getting an odd number is 3 out of 6 or 0.5 or 50%.

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 Example 2. In Kokoy’s drawer, there are 4 red shirts, 7 blue shirts, and 8 green
shirts. What is the probability that he will choose to wear a green shirt?
Solution:
Step 1. Determine the number of possible outcomes.
Note: The outcomes in Kokoy's drawer are the individual shirts he can
choose from: 4 white shirts, 7 green shirts, and 8 blue shirts. Since there
are 4 red shirts, 7 blue shirts, and 8 green shirts in Kokoy’s drawer, he has
a total of 19 shirts to choose from. Hence, the total number of possible
outcomes is 19. In symbol, N = 19.
Step 2. Determine the number of times the event will occur.
The event is “Kokoy’s will wear a green shirt. Since there are 8 green shirts,
n(E) = 8.
Step 3. Calculate the probability using the formula.
𝑛(𝐸) − 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑓𝑎𝑣𝑜𝑟𝑎𝑏𝑙𝑒 𝑜𝑢𝑡𝑐𝑜𝑚𝑒
𝑃(𝐸𝑣𝑒𝑛𝑡) =
𝑁 − 𝑡𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑝𝑜𝑠𝑠𝑖𝑏𝑙𝑒 𝑜𝑢𝑡𝑐𝑜𝑚𝑒𝑠
8
𝑃(𝑔𝑟𝑒𝑒𝑛 𝑠ℎ𝑖𝑟𝑡) =
19
8
Thus, the probability that Kokoy will wear a green shirt is .
19

3. Lesson Activity
After the discussion, let the students answer the following items.
1. Ana has 3 candies, 5 chocolates and 2 chewing gums in a bag. What is the
probability of picking a candy?
2. A number cube with faces numbered 1, 2, 3, 4, 5, 6 is rolled. Find the
probability of obtaining a number greater than 4.

DAY 3
Lesson activities can be done
3. Lesson Activity
by pair.
The teacher can give a short recall on the previous lesson by asking the students
Answer to Lesson Activity:
on how to determine the probability of a simple event. Then allow the students to
1.
do the activity below as a drill exercises.
P(A) = 15/40, 0.375, 37.5%
P(B) = 10/40, 0.25, 25%
1. A spinner with four sections labeled A, B, C, and D is used.
P(C) = 6/40, 0.15, 15%
The table displays the outcomes of multiple spins.
P(D) = 9/40, 0.225, 22.5%
Determine the probability of spinning each letter as a simple
2. a. 9/34
event. Present your answer in fraction, decimal, and
b. 4/17
percentage forms.
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 Letter A B C D
Frequency 15 10 6 9

Solution:

Teacher’s Feedback:

2. An auditor for a club is to be chosen from 8 Grade 7 students, 9 Grade 8

students, 12 Grade 9 students, and 5 Grade 10 students. What is the
probability that the selected auditor is:
a. a Grade 8 student?
b. a Grade 7 student?

Simplify your answer if possible.

Solution: (a)

Solution: (b)

Teacher’s Feedback:

D. Making 1. Learners’ Takeaways To identify learners’

Generalizations The learners will be asked to complete the table by answering the following takeaways, teacher may use
questions. the questions from the
1. When do counting and listing become organized and systematic? lesson purpose.
2. How does systematic listing differ from using a table or tree diagram?
3. How can we determine the probability of simple events in various word
problems?
4. How can we identify the outcomes of a simple event, and how does this help
in calculating its probability?

2. Reflection on Learning
Ask the students to share their reflection using the guide question:
Are there any challenges or misconceptions you encountered while studying the
lesson on probability? If there any, what are those?

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

A. Evaluating DAY 4 Answer Key :

Learning 1. Formative Assessment 1. a. (1, 4), (2, 3), (3, 2),(4, 1)
1. Two dice are rolled. List and count all the possible outcomes of the following. So, there are 4 pairs in total.
a. Sum of 5.
b. (2, 6), (3, 5),(4, 4), (5, 3),(6, 2)
b. Sum of 8
So, there are 5 pairs in total.
c. Sum of less than 7.
d. absolute difference of 4. c. Sum of 2: (1, 1)
Sum of 3: (1, 2), (2, 1)
2. There are 7 green, 5 pink, 10 violet, and 4 red balls in a box. A ball was picked Sum of 4: (1, 3), (2, 2), (3, 1)
at random. What is the probability that it is: Sum of 5: (1, 4), (2, 3), (3, 2),
a. red? (4, 1)
b. violet? Sum of 6: (1, 5), (2, 4), (3, 3),
c. not green? (4, 2), (5, 1)
d. not pink? So, there are 15 pairs in total.

d. (1, 5), (5, 1)

3. Two dice are thrown. Find the probability that the same number will show in (2, 6), (6, 2)
both dice. So, there are 4 pairs in total.

2. a. Probability of picking a red

2. Homework (Optional) ball: 2/13
The teacher can give the homework below.
An ice cream store offers various ice cream flavors with a choice of toppings. b. Probability of picking a violet
The two available toppings are marshmallows and chocolate chips, and the ice ball: 5/13
cream flavors include ube, durian, mango, and strawberry. List all the possible
c. Probability of not picking a
combinations if a customer can choose one topping and three different ice cream
green ball: 19/26
flavors. Then determine the probability of getting a combination with a mango
flavor. d. Probability of not picking a
pink ball: 21/26
3. 6/36 or 1/6

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

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 materials used strategies, materials used,
learner engagement, and
other related stuff.

learner engagement/ Teachers may also suggest

interaction ways to improve the different
activities explored/lesson
others exemplar.

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

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