DAILY LESSON School PAROG-PAROG INTEGRATED SCHOOL Grade Level VI

LOG Teacher ROGER U. PACION Learning Area Math

Date February 20, 2025 Quarter Fourth

Time 9:45-10:45

I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of pie graphs and experimental
probability.
B. Performance Standards The learner is able to create and interpret representations of data (tables and pie
graphs) and apply experimental probability in mathematical problems and real-life
situations.
C. Learning Competencies/Objectives 1. Describe the meaning of probability such as 50% chance of rain and one in a
million chance of winning (M6SP-IVg-19)
2. Quantify the phrases "most likely to happen" and unlikely to happen" (M6SP-
IVh-20)
II. CONTENT Statistics and probability
III. Learning Resources
A. References
1. Teacher's guides 21st Century MATHletes Teacher's Manual
2. Learner's Material Pages
3. Textbook Pages Textbook 21st Century MATHletes 6
4. Additional reference from learning
resources
B. Other Learning Resources Math 6 for Life pages 272-279
IV - PROCEDURES
A. Reviewing the Previous Lesson Drill:

Favorite Sports

Football
Badminton 15%
20%

Volleyball Basketball
25% 40%

1. List the most favorite sport to least favorite.

2. What fraction of the total votes went to badminton?
Review:
Solve the problem:
1. Miss Aquino teaches a Mathematics class for 60 minutes. Make a pie graph to
show the given data.
Discussion 11%
 New topic 33%
Guided practice 50%
Review 6%
2. In a city of 1500 000 people, the data shows the number of hours people sleep
in a day.
7 hours = 28%
Less than 7 hours = 22%
8 hours = 38%
9 hours or more = 12%
How many would you expect to get
a. Less than 7 hours of sleep per day
b. 7 hours of sleep per day
c. 8 hours of sleep per day
d. 9 or more hours of sleep per day
B. Establishing a purpose for the lesson Divide the pupils into four groups. The title of the game "Play Coin". Each
pupil will take turns in flipping the coin. The pupil will record the time they got
a head and the time they got a tail. Each pupil will be given two chances to flip
the coin. After that they will tell the class the result of their findings.
C. Presenting examples/instances Probability - is the likelihood that an event will happen. The closer the probability
of the new lesson
of an event to 1, the more likely or the higher the chances of an event will happen.
The closer the probability of an event to 0, the more unlikely or impossible the
event will happen. If the probability of an event is 1/2, it is equally likely (50-50
chance) of an event to occur or happen.
A number line shows the probability of an event

0 1/2 1
Impossible 50% Certain
1:2
Problem:
In a box are 1 yellow, 2 blue, and 3 green cards. If i draw a card from the box
without looking, what is the likelihood that i will get a yellow card, a blue card, or a
green card?

How many cards in the box in all?

How many yellow, blue, and green cards in the box?
D. Discussing new concepts and practicing new What is the probability of picking a yellow card?
skill # 1 There is 1 yellow card and there are 6 cards in all, so the probability of getting
yellow card is 1 is to 6 and can be expressed as a fraction, a decimal, or a percent.
Thus, the probability of 1:6 is also 1/6, 0.17 or 17%.
What is the probability of picking blue cards?
There are 2 blue cards and there are 6 cards in all, so the probability of getting blue
cards is 2 is to 6 which is equal to 2/6, 0.33 or 33%.
What is the probability of picking green cards?
There are 3 green cards and there are 6 cards in all, so the probability of getting
green cards is 3 is to 6 which is equal to 3/6, 0.5, or 50%.
What is the probability of picking a red card?
There is no red card in a box thus, the probability of getting red card is 0. Zero
probability means that the event is impossible to happen.
Note: From the example above, we can express the probability of an event as:

P = Number of favorable outcomes

 Total number of possible outcomes

Favorable outcome - is the result we want to happen in the event.

Total number of possible outcome - is the total number of cards in the above
example.
E. Discussing new concepts and practicing new skill # 2 There are 4 strawberry-flavored candies and 5 cherry-flavored candies in a jar. If
Kristine picks first and Randy picks next, what is the probability of picking a
strawberry-flavored candy? What is the probability of picking a cherry-flavored
candy?
Ask the following:
How many candies flavored strawberry in a jar?( 4/9)
How many candies flavored cherry in a jar? (5/9)
How many candies are there in all in a jar?( 9 - total number of candies in a jar)
On the first ( by Kristine) the probabilities are:
4/9 - a strawberry-flavored candy is picked.
5/9 - a cherry-flavored candy is picked.
4/9 is less than 1/2, so picking a strawberry-flavored candy is considered an
unlikely probability. Kristine is unlikely to pick a strawberry-flavored candy.
5/9 - is more than 1/2, so picking a cherry-flavored candy is considered a likely
probability. Kristine likely to pick a cherry-flavored candy.
Considering picking a cherry-flavored candy as the more likely event, Kristine would
have picked a cherry-flavored candy, and the following would be the candies in the
jar as Randy makes his first pick.
4 candies - strawberry-flavored
4 candies - cherry-flavored
8 candies - total number of candies
4/8 is equal to 1/2, so picking either a strawberry-flavored candy or cherry-flavored
candy is a "50-50" chance of an event to happen.
F. Developing Mastery (Leads to Formative Assessment) A.
Alphabet cards of the same size and shape were put in a
bag. 3 cards have letter M, 4 cards have letter A, 2 cards
have letter T, and 1 card has letter H.
1. What is the total number of possible outcomes? __________
2. What is the probability of picking a:
a. Card with letter M __________
b. Card with letter A __________
c. Card with letter T __________
d. Card with letter H __________
e. Card with a vowel __________
f. Card with a consonant __________
g. Card with letter J __________
Note: There is no letter J card.
Answer:
1. 10
a. (3/10) - less than 1/2 - unlikely to happen
b. (4/10) - less than 1/2 - unlikely to happen
c. (2/10) - less than 1/2 - unlikely to happen
d. (1/10) - less than 1/2 - unlikely to happen
e. (4/10) - less than 1/2 - unlikely to happen
f. (6/10) - more than 1/2 - likely to happen
g. ( 0/10) - impossible to happen
B. Tell whether each probability of the event happening is likely or unlikely to
happen. Write L if it is likely to happen and U if unlikely to happen on the space
before each number.
_____ 1. 2:3 _____ 6. 8:11 _____ 11. 6:13
_____ 2. 4:15 _____ 7. 9:20 _____ 12. 4:9
_____ 3. 3/10 _____ 8. 11:25 _____ 13. 2:5
_____ 4. 13/21 _____ 9. 5/16 _____ 14. 19/45
_____ 5. 6/16 _____ 10. 7/12 _____ 15. 12/25
Answers:
1. L 6. L 11. U
2. U 7. U 12. U
3. U 8. U 13. U
4. L 9. U 14. U
5. U 10. L 15. U
 G. Finding practical
applications of
concepts and skills in daily living Randy, Manny, and Jan put 3 green marbles, 4 blue marbles, 5 red
marbles in the box respectively. They will take turns in getting a marble
from the box. They are trying to test the probability of getting their
favorite color of marble. They will not put back the marble they
picked in the box. Randy will be the first to pick a marble, followed by
Manny, and the last is Jan.
1. What is the probability of getting each boy's favorite color?
a. Randy __________
b. Manny __________
c. Jan __________
2. If you are next to Jan to pick a marble and your favorite color is red, what is the
probability of getting your favorite color?
3. Who is the most unlikely to get his favorite color?
Answer:
1.
a. 3/12 - less than 1/2 - unlikely to happen
b. 4/12 - less than 1/2 - unlikely to happen
c. 5/12 - less than 1/2 - unlikely to happen
2. 0 - impossible to happen
3. Randy is the most unlikely to get his favorite color.
H. Making generalizations and abstractions How do you describe the meaning of probability?
about the lesson
What is favorable outcome
What is total number of possible outcome
I. Evaluating Learning Answer the following questions:
1. Which is likely to happen, an event with a probability of 4/5 or 5/8?
2. Which is unlikely to happen, an event with a probability of 3/8 or 3/5?
3. Which is more likely to happen, an event with a probability of 4/5 or 4/7?
4. Which is more unlikely to happen, an event with a probability of 0.3 or 0.09?
5. Which is most likely to happen, an event with a probability of 2/3, 4/5, or 5/6?
Answer:
1. an event with a probability of 4/5
2. an event with a probability of 3/8
3. an event with a probability of 4/5
4. an event with a probability of 0.09
5. an event with a probability of 5/6
J. Additional Activities for application/remediation
V. Remarks
VI. Reflection
A. No. of learners who require additional activities for
remediation
B. No. of learners who continue to require remediation
C. Which of my teaching strategies worked well? Why did
these work?
D. What difficulties did I encounter which my principal or
supervisor can help me solve?
PREPARED BY: NOTED & CHECKED BY:

ROGER U. PACION CELIA C. ABELLA

Teacher III/Adviser HT-III/ School Head