DAILY School VENTINILLA HIGH SCHOOL Grade Level 8

LESSON Teacher MARK KIVEN C. MARTINEZ Learning Area MATHEMATICS

LOG
Teaching Dates June 14, 2023 / FOURTH
Quarter
and Time 7:30 a.m. – 8:20 a.m.

I. OBJECTIVES
1. Content Standards The learner demonstrates understanding of key concepts of probability.
2. Performance The learner is able to formulate and solve practical problems involving
Standards probability of simple events.
3. Learning Learning Competency:
Competencies / Illustrates an experiment, outcome, sample space and event.
Objectives (M8GE-IVf-1)
Objectives:
a) Define a probability, experiment, outcome, sample space and event;
b) Illustrate an experiment, outcome, sample space and event; and
c) Relate the importance of an experiment, outcome, sample space and
event in real-life situation.
Integration within curriculum: Finds the probability of a simple event.
(M8GE-IVh-1)

Integration across curriculum: Predict phenotypic expressions of traits

following simple patterns of inheritance. (S8LT-IVf-18)

Values Infusion:
Patience, Cooperation, Appreciation

II. CONTENT Basic Concept of Probability – Illustrating an Experiment,

Outcome, Sample Space and Event
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide
2. Learner’s
Materials
3. Textbook  Mathematics – Grade 8
4. Additional  https://www.youtube.com/watch?v=vN6eVVWbFdk
Materials from  https://www.youtube.com/watch?v=68zJl6XM4n4 – DepEd Video
Learning
Resource (LR)
portal
B. Other Learning Laptop, PowerPoint Presentation,
Resources

IV. PROCEDURES
A. Reviewing previous  Class Prayer
lesson or presenting  Checking of attendance
the new lesson  Remind the class regarding classroom rules before starting the class.
 Review:
 What are the theorems on triangle inequalities?
 Define the three theorems: angle-side relationship theorem, hinge
theorem, also known as SAS inequality, and the converse of hinge
theorem, or SSS inequality theorem.
B. Establishing a Let the students do the “FIND ME, HELP ME!” activity. It is a game where you
purpose for the have to make a guess in the given situation.
lesson Mechanics:
I will give a situation where all you have to do is to help me find the thing being
asked. So, if you already know the answer, just use the emoji of a raised hand.
Answering in chorus or in your seats is strictly not allowed.
 Also, the student who can correctly guess the correct answer will have a plus
point for the recitation.

(The following scenarios and situations will be given to the class, and the
students will be given a chance to guess the possible answer.)
C. Presenting examples/
The teacher will connect the activity to the new lesson, Basic Concept of
instances of the
Probability by asking the students.
lesson
D. Discussing new
concepts and The teacher will discuss the basic concept of probability using the Probability
practicing new skills Line.
#1 (Refer to the figure on the PowerPoint Presentation)

E. Discussing new
concepts and The teacher will post the definition of the important terms in probability:
practicing new skills experiment, outcome, sample space, and event.
#2
F. Developing mastery To better understand the important terms in probability, the teacher will provide
(Leads to Formative examples of experiment, outcome, sample space, and event using real-life
Assessment 3) situations.

(Refer to the PowerPoint Presentation)

G. Finding practical The teacher will ask the students:

applications of
concepts and skills in  Why do you think we need to study this topic?
daily living
 Can we use this topic in our real- life situations?

 how can we relate this topic to our daily life or to our real-life situation?

 Can you give me a situation where you have to think of a possible

outcome of your decision?

The teacher will also provide more examples of practical applications of basic
concept of probability.

H. Making  What have you learned from today’s lesson?

generalizations and
abstractions about  What is Probability?
the lesson
 Can you enumerate all the important terms we have discussed for
today?

 What is the distinction between the sample space, sample point, and
event?
I. Evaluating learning Please see attached Annex A for the evaluation.
J. Additional activities
for application or Please see attached Annex B for additional activity.
remediation

V. REMARKS ___ Lesson carried. Move on to the next objective.

___ Lesson not carried.
___ of the learners got 80% mastery.
VI. REFLECTION ___ Learners did not find difficulties in answering their lesson.
___ Learners found difficulties in answering their lesson.
___ Learners did not enjoy the lesson because of lack of knowledge, skills, and interest
about the lesson.
___ Learners were interested on the lesson, despite of some difficulties encountered in
answering the questions asked by the teacher.
___ Learners mastered the lesson despite of limited resources used by the teacher.
___ Majority of the learners finished their work on time.
___ Some learners did not finish their work on time due to unnecessary behavior.
1. No. of learners who
earned 80% on the
formative assessment

2. No. of learners who

require additional
 activities for remediation.

3. Did the remedial lessons

work? No. of learners
who have caught up with
the lesson.

4. No. of learners who

continue to require
remediation

5. Which of my teaching Strategies used that worked well:

strategies worked well? ___ Metacognitive Development: Examples: Self assessments, note taking and
Why did this work? studying techniques, vocabulary assignments.
___ Bridging: Examples: Think-Pair-Share, quick-writes, and anticipatory charts.
___ Schema-Building: Examples: Compare and Contrast, Jigsaw Learning, Peer
Teaching, and Projects.
___ Contextualization: Examples: Demonstrations, media, manipulative, repetition, and
local opportunities.
___ Text Representation: Examples: Students created drawings, videos, and games.
___ Modeling: Examples: Speaking slowly and clearly, modeling the language you want
students to use, and providing samples of student work.

Other Techniques and Strategies used:

___ Explicit Teaching
___ Group Collaboration
___ Gamification/Learning through play
___ Answering preliminary activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
6. What difficulties did I
encounter which my
principal or supervisor
can help me solve?

7. What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?

Prepared by:

MARK KIVEN C. MARTINEZ

Teacher I
Reviewed and checked by:

MELANIE G. CAYME, PhD

Master Teacher II
Noted:

MERLY A. MEDRANO
Head Teacher VI

Annex A: Evaluation
 A. Directions: Determine whether each of the following phrases illustrates an Experiment,
Outcome, Sample Space or an Event.

_______1) Two teams decided to flip a coin once to determine who plays first.

_______2) You rolled a die once and the number 2 turned up.

_______3) You were asked to select a girl at random in your class.

_______4) Lorna selects an outfit from these choices: {𝑔𝑟𝑒𝑒𝑛 𝑠ℎ𝑖𝑟𝑡𝑠 𝑎𝑛𝑑 𝑏𝑙𝑎𝑐𝑘 𝑗𝑒𝑎𝑛𝑠, 𝑔𝑟𝑒𝑒𝑛
𝑠ℎ𝑖𝑟𝑡 𝑎𝑛𝑑 𝑔𝑟𝑎𝑦 𝑗𝑒𝑎𝑛𝑠, 𝑏𝑙𝑢𝑒 𝑠ℎ𝑖𝑟𝑡𝑠 𝑎𝑛𝑑 𝑏𝑙𝑎𝑐𝑘 𝑗𝑒𝑎𝑛𝑠, 𝑏𝑙𝑢𝑒 𝑠ℎ𝑖𝑟𝑡𝑠 𝑎𝑛𝑑 𝑔𝑟𝑎𝑦 𝑗𝑒𝑎𝑛𝑠}.

_______5) There are red, green, and yellow candies inside the box of teacher Anne as a
reward to her students. Jay as one of the students hopes to get a yellow candy.

B. Directions: Read and analyze the situation carefully. Write the experiment being done, the
outcome, and the sample space.

6. You roll a die once, and you get a 5.

 Experiment:

 Outcome:

 Sample Space:

7. Suppose you flip a coin twice, and you get a head (H) on the first toss and a tail (T) on the
second toss.

 Experiment:

 Outcome:

 Sample Space:

Annex B: Additional Activity (Assignment)

Directions: Use the situation below to answer the questions that follow.

Situation: You are going to observe the weather condition from Monday to Sunday if it is
sunny day, rainy day, or cloudy day. After that, you are going to write your observations in
your notebook.

Questions:

a) Illustrate the experiment, outcome, sample space and event.

b) What are the weather conditions from Monday to Sunday?

c) What is/are the day/s that is/are rainy day? Sunny day? Cloudy day?

d) In your observation, what is the most frequent weather condition?

e) How did you arrive at your answers?