School SECS Grade III

Grades 1 to Level
12 Teacher Ella Mae B. Fulleros Learning Mathematics
Area
DETAILED Date & 24/03/25 Quarter 4
LESSON PLAN Time
I.OBJECTIVES
A. 1.

B. 2.

C. Learning 3. Interpret probability expressed as "likely," "unlikely," "certain," and "impossible."

Competency/
Objectives 4. Develop an interest and curiosity about probability, showing enthusiasm for condu
probability experiments and predicting outcomes.
5. Students will physically participate in probability experiments, such as rolling dic
coins, or spinning spinners, to explore and record possible outcomes.

II. CONTENT/ Simple Probability

SUBJECT
MATTER
III. LEARNING RESOURCS
A. Teachers Mathematics 3 Book
Guide
B. PowerPoint presentation, visual aids, papers, etc.

IV. TEACHER’S ACTIVITY PUPIL’S ACTIVITY

PROCEDURES
A) Preliminary Prayer
Activities

Class, please stand and allow us to pray before

we formally begin our discussion.

(The teacher asks one of the students to lead

the prayer)
Greetings
“Good Morning, Class! Good Morning,Teacher!

How are you all today? We’re feeling good.

That’s good to hear.
Can you give me a “thumbs up” if you,re
“Thumbs Up”
feeling good/ okay.

Checking the Attendance

May I know who is absent today?

No one is absent today.
Alright, so all of my students are present today.
Very Good!

The students raises their hand

Energizer
 Are you familiar with the song “I love
Math”?
- All together now, let us sing “ I love
Math”
 Classroom Management

So before we proceed to our topic you must

have know our classroom rules.

1. Raise your hand to speak.

2. Be quiet when the teacher is talking. Yes, teacher.
3. Be prepared to listen.

Can you all follow?

I want these rules to be observed in my class.

Review

As a short recap, during our last meeting, we

discussed about the Area.

Again what is the formula for finding the area

of a square? A=S2

How about the formula of finding the area of a

rectangle? A=LxW

Very good!

B) Establishing a Before we proceed to our formal discussion for

purpose or today, let us first have a short activity. I will
presenting the present to you a color spinner and I will ask
new lesson questions regarding the spinner.
(Motivation)

I will play a song while passing a crumpled

paper. This crumpled paper contains questions
that will be answered by the last person
holding the paper. The same process will be
followed for the succeeding question.

Does the instruction makes sense? Yes

Now, be ready.
Okay, lets get started!

Questions:

 How many colors do you see in the

spinner?
Four
 What are the colors?
 Are the color in the spinner divided into 4 Red, Green, Yellow, Blue
equal sectors?
  What is the chance of landing on the blue Yes
after spinning the spinner once?

 What is the chance of landing on the red? One

One
At the end of the lesson, you are expected to:
1.Interpret probability expressed as "likely,"
"unlikely," "certain," and "impossible."

2. Develop an interest and curiosity about

probability, showing enthusiasm for
conducting probability experiments and
predicting outcomes.

3. Participate in probability experiments, such

as rolling dice, flipping coins, or spinning
spinners, to explore and record possible
outcomes.

Thank you everyone for your active

participation.
C) Presenting
examples/ What can you say about the activity?Do you
instances of the have any idea about it? (Students will share their experienc
new lesson. ideas when doing the activity.)
The activity that we did earlier is connected
about our topic.

I asked you about the chances, right? When we

say chances in Mathematics it is about
Probability.

What is it again? Chances in Mathematics are called

probability.
Do you know that probability is always
interrelated and important in our daily lives? No

Let us now get ready to learn.

D) Discussing An experiment is a situation involving
new concepts and chance or probability that leads to results
practicng new
skill #1
called outcomes.

What do you think is the experiment that

we did earlier? The experiment is spinn
the spinner.
The outcome is the result of an experiment.
(Students will read the definition.)
What do you think are the possible outcomes
when we spin the spinner? The possible outcomes are yellow
green or red.
A sample space is the set of all possible
outcomes of an experiment. It is denoted by
the symbol S and written in the set notation
form {}.

Again, what are the possible outcomes when The possible outcomes are yellow
we spin the spinner? green or red.

In symbols, we write “sample space” in this

 format.

S= {red, yellow, green, blue} (Students will read the definition.)

An event is a collection of outcomes from an

experiment. A subset of sample space is called
an event.

(The teacher will spin the spinner once.) What

color is the arrow after the spinner has spun? Answer may vary.

In symbols, we write events in this format.

E= { }.

E) Discussing new
concepts and Probability is a branch of Mathematics
practicing new that deals with uncertainty. It is a measure
skills #2 or estimation of how likely it is that an The students will read the defi
event will occur. It shows up in fractional,
decimal or percent form.

What do you think will be the chances of

landing on blue when we spin the spinner
once? How many possible outcomes are
there in the spinner? One
Four
To find the probability of an event
happening, we use the formula:

(The teacher will show an illustration based

on the discussion.)

Let us look closely to this probability

distribution and study the illustration.
 Base on the spinner that we have earlier.

-The probability of landing on gray color is

impossible.

Examples in our daily life.

Impossible- A fish will leave on land without
water.
Unlikely- It will rain jellybeans tomorrow.
Equally Likely- A coin flip landing on heads or
tails.
Likely- I will drink water today.
Sure/ Certain- The sun will set tonight.

F) Finding We will now proceed to our Group

practical Activity.
applications of
concepts and But before that we have our Rules to
skills in daily follow.
living
(Application/ G-et Along
Valuing)
R-espect others
O-n tasks
U-se quiet voices
P-Articipate Yes, teacher.

Understood?
Here is our Rubric:

The students will proceed to th

activity.
The class will be divided into 3 Groups.

Each group must assign a leader, a writer and a

reporter. It is a must that all of the group
members has a contribution in the activity.

Group 1, here’s your activity .

Instruction:
Carefully study the wheel of numbers. Answer
the questions below by determining its
probability.

1. What is the probability of the spinner

landing on a 3?
_______________
2. What is the probability of the spinner
landing on a 1?
_______________
3. What is the probability of the spinner
landing on a 2?
_______________
4. Are you more likely to spin an odd number
or an even number? Explain.
______________________________________
______________________________________

Group 2, here’s your activity

Observe the dice. Ready carefully the problem
below and answer the probability questions.
Write your answer as a fraction and simplify if
possible.

GROUP 3
Answer the probability questions for the
candies jar shown below:
 They will now present their ou

1. What is the probability of picking an orange

candy? _________
2. What is the probability of picking a yellow
candy?
_________
3. What is the probability of picking a blue
candy?
_________
4. What is the probability of picking a green
candy? _________

You will be given 10 minutes for this activity.

G)Making Did you all understand the lesson for Yes!
generalization today?
and Today, I learned about interpre
abstractions Can anyone from the class share probability/ chances .
about the
their learning for today?
lesson
Very Good!

Do you think our lesson for today is Yes.

applicable in our daily lives?
We can identify the probability
Kindly give me some example tossing a coin, choosing clothe
scenarios wherein we use probability on weather and in picking my
to determine things. candy from the bag.

That’s exactly a good answer!

H) Evaluating For your individual activity, kindly study the

Learning cards below. Write your answer on a sheet of
paper.

Instruction:
 I) Additional To reinforce the lesson and introduce the new
activities for lesson, answer what is being asked. Copy
application or
remediation
this and write your answer on a sheet of paper.
1. Write down at least 3 events or real-life
situations that show probability.
2. Identify the possible outcomes of the
following experiment:
a. Play a football game
b. Rain tomorrow
c.Taking an exam

Name:
Ella Mae B. Fulleros School: Sorsogon East Central School
Position/ Practice Teacher Division Sorsogon Province
Designation:
:
Contact 09916286877 Email [email protected]
Number: Address:
Prepared by:

Checked by:
Mrs. Michelle G. Conorado
Cooperating Teacher