Module Grade 6 Math

lOMoARcPSD|40174812
Math 6 Q4 Mod6 Describing the Meaning of Probability,

Performing Experiments and Recording of Outcomes V3
BEED - General (University of Antique)
Scan to open on Studocu
Studocu is not sponsored or endorsed by any college or university

Downloaded by Teacher Aya (grazell1234@gmail.com)
lOMoARcPSD|40174812
Mathematics
Quarter 4 – Module 6:
Describing the Meaning of Probability,
Performing Experiments and
Recording of Outcomes
CO_Q4_Mathematics 6_Module 6
lOMoARcPSD|40174812
Mathematics – Grade 6
Alternative Delivery Mode
Quarter 4 – Module 6: Describing the Meaning of Probability, Performing Experiments
and Recording of Outcomes
First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this book are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from
their respective copyright owners. The publisher and authors do not represent nor claim
ownership over them.
Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
Development Team of the Module
Author: Jaypee S. Himongala
Editors: Mae Joy M. Tan, Susana L. Lutero, Nora B. Rebadomia, Mary Jane O. Amante,
Ma. Pinky C. Arquio, Susan T. Dela Torre
Reviewers: Ivy Joy A. Torres, Ma. Theresa L. Tabotabo,

Jem Rymon S. Chien, Mae Joy M. Tan
Illustrator: Eldiardo E. Dela Peňa
Layout Artists: Eldiardo E. Dela Peňa, Peter A. Alavanza
Management Team: Ramir B. Uytico Pedro T. Escobarte, Jr.

Elena P. Gonzaga Donald T. Genine
Adonis A. Mosquera Clarissa G. Zamora
Fevi S. Fanco Ivy Joy A. Torres
Jason R. Alpay Mae Joy M. Tan
Jem Rymon S. Chien Ethel S. Gali
Printed in the Philippines by ________________________
Department of Education – Region VI
Office Address: Duran Street, Iloilo City

Telefax: (033)336-2816, (033)509-7653
E-mail Address: region6@deped.gov.ph

lOMoARcPSD|40174812
6
Mathematics
Quarter 4 – Module 6:
Describing the Meaning of Probability,
Performing Experiments and
Recording of Outcomes

lOMoARcPSD|40174812
Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners, can
continue your studies and learn while at home. Activities, questions, directions,
exercises, and discussions are carefully stated for you to understand each lesson.
Each SLM is composed of different parts. Each part shall guide you step-by-step
as you discover and understand the lesson prepared for you.
Pre-tests are provided to measure your prior knowledge on lessons in each

SLM. This will tell you if you need to proceed on completing this module or if you
need to ask your facilitator or your teacher’s assistance for better understanding of
the lesson. At the end of each module, you need to answer the post-test to self-
check your learning. Answer keys are provided for each activity and test. We trust
that you will be honest in using these.
In addition to the material in the main text, Notes to the Teacher are also
provided to our facilitators and parents for strategies and reminders on how they
can best help you on your home-based learning.
Please use this module with care. Do not put unnecessary marks on any part of
this SLM. Use a separate sheet of paper in answering the exercises and tests. And
read the instructions carefully before performing each task.
If you have any questions in using this SLM or any difficulty in answering the
tasks in this module, do not hesitate to consult your teacher or facilitator.
Thank you.

lOMoARcPSD|40174812
What I Need to Know
This module was designed and written with you in mind. It is here to help
you master the skills in describing the meaning of probability such as 50% chance
of rain and one in a million chance of winning and performing experiments and
recording outcomes. The scope of this module allows you to use it in many different
learning situations. The language used recognizes your diverse vocabulary level.
The lessons are arranged to follow the standard sequence of your course. But the
order in which you read them can be changed to match with the textbook you are
now using.
The module is divided into two lessons, namely:

 Lesson 1 – Describing the Meaning of Probability such as 50% Chance of
Rain
and One in a Million Chance of Winning.
 Lesson 2 – Performing Experiments and Recording Outcomes.
After going through this module, you are expected to:

1. describe the meaning of probability such as 50% chance of rain
and one in a million chance of winning (M6SP-IVg-19) and
2. perform experiments and record outcomes. (M6SP-IVh-21)
1
lOMoARcPSD|40174812
What I Know
Directions: Choose the letter of the correct answer. Write the chosen letter on a
separate sheet of paper.
1. Which of the following describes how likely or unlikely something would happen?
A. Statistics C. Probability
B. Outcome D. Event
2. What number describes the chance of an event that will certainly happen?
A. 0 C. 0.50
B. 0.25 D. 1
3. Describe how often the given event is likely to happen. “It will snow tomorrow”.
A. impossible C. most unlikely
B. most likely D. certain
4. What number is described when an event is impossible to happen?

A. 0 C. 0.50
B. 0.25 D. 1
5. In tossing a coin, what is the probability that the outcome is a tail?

A. certain C. likely
B. even chance D. Unlikely
6. A die is rolled. What is the chance of getting 7?

A. 0% C. 75%
B. 25% D. 100%
7. The weather forecaster says that the probability of raining the next day is 25%.
What is the probability that it will NOT rain?
A. 25% C. 75%
B. 50% D. 100%
8. What is the probability that the sun will set in the south?
A. impossible to happen C. most likely to happen
B. unlikely to happen D. likely to happen
2
lOMoARcPSD|40174812
Describing the Meaning of

Lesson Probability such as 50%
Chance of Rain and One
1 in a Million Chance of
Winning
This module discusses and describes the meaning of probability such as
50% chance of rain and one in a million chance of winning. The exercises that you
will walk through will help enhance your learning about probability.
What’s In
Match the probability value in column A with the probability description in

column B. Write the letter of your choice on your answer sheet.
Column A Column B
1. 0 or 0% a. certain
2. 1 or 100% b. unlikely
1
3. or 50% c. likely
2
3
4. or 75% d. impossible
4
1
5. or 25% e. equal chance
4
3
lOMoARcPSD|40174812
What’s New
Study the situation below.
The weather forecaster says that there is a 75% chance of rain today. Does it
mean that there is a great chance that it will rain today?
Explain your answer.
What is It
To answer the question above, we need to know the concept of probability.
The chance that it will rain today is 75%. Using the number line ranging
from 0 to 1, we can locate 75%.
75%
0
0 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Based on the number line, we can say that the event that it will rain today is
likely to happen because the number is closer to 1 or 100%. The chance that
something will happen is called probability.
Probability is used to describe how likely or unlikely something will

happen. Probability may be given in fraction, decimal, or percent. The value of
probability ranges from 0 to 1 (0 means the event is impossible to happen, while 1
or 100% means the event is certain to happen).
An event that is most likely to happen has the probability between 0.5 and
1, however, it is very difficult to exactly measure the certainty of that event unless
the probability is 0 (it will never happen) or 1 (it will surely happen).” The closer its
probability to 1, the most likely an event will happen.
The event is most unlikely to happen when its probability is between 0 to

0.5. like winning a jackpot in a lottery where you only have one time in a million
chance of winning. The closer the probability of an event to 0, the most unlikely
an event will happen.
4
lOMoARcPSD|40174812
Probability
Less probable More probable

than not than not
As likely
unlikely likely
impossible As unlikely
1 3 certain
0 1
4 4 1.0
0.0 2
As likely
0.25 0.75 100%
0% 0.50
25% 50% 75%
What’s More
Look at the spinners below. Write certain, most likely, as likely as unlikely, most
unlikely, or impossible to describe the probability of landing on the shaded part of
the spinner. Write your answer on your answer sheet
1. 2. 3.
4. 5.
5
lOMoARcPSD|40174812
What I Have Learned
The probability line can be used to predict and describe the possibility of an
event to happen or not to happen. Words such as certain, most likely, as likely
as unlikely, most unlikely, and impossible can be used as expressions to
describe the chance of an event to happen. It is the number that we use to describe
and express that likelihood.
 The event is most unlikely to happen when its probability is closer to 0 –

0.5.
 The event is most likely to happen if its probability is between 0.5 and 1.
 The probability of an event can be described as “as likely as unlikely” when
the chance of it to happen is the same as to the chance that it will not occur.
Its probability is 0.50 or 50%.
 An event that is certain will surely happen. Its probability is equal to 1 or
100%.
 An impossible event cannot happen. Its probability is 0 or 0%.
What I Can Do
Answer the following questions. Use impossible, most unlikely, as likely as

unlikely, most likely, or certain to describe each statement.
1. What is the probability that you will get wet by standing under a heavy rain
without a raincoat or an umbrella?
2. What is the probability that you will pick ace of hearts from a deck of cards?
3. What is the probability of getting the jackpot in a lottery?
4. What is the probability that you will see a rainbow?
5. What is the probability that a turtle will grow wings and fly?
6. What is the probability that the sun will rise tomorrow?
7. What is the probability that the sun will shine tomorrow?
8. What is the probability that the fish can walk?
6
lOMoARcPSD|40174812
9. Observe the spinner below. What is the probability of the spinner landing on
a planet other than Jupiter?
10. There are 1 yellow, 2 blue, and 2 green cubes in a box. Without looking,
what is the likelihood of picking a yellow cube out of the box?
Y G
B
G B
Assessment
A. Complete each sentence by writing the probability for each event. Use
impossible, most unlikely, as likely as unlikely, most likely, or certain to describe
each statement.
1. It is ______________________ that the New Year’s Day is on the first day of

January.
2. Today is Monday and it is _______________________ that tomorrow will be

Wednesday.
3. It is ______________________ to happen that you will pick king of diamonds out

of the four kings in a deck of cards.
4. In a bag, there are 1 strawberry candy and 3 chocolate candies. It is

________________________ to happen that you will get 1 chocolate candy in the
bag.
5. It is _____________________ that the dog can fly high.
7
lOMoARcPSD|40174812
B. Observe the contents of the box. Copy the table on your answer sheet. Write
and describe the probability of choosing each object. Use impossible, most unlikely,
as likely as unlikely, most likely, or certain.
Example:
Outcomes Description of Probability
Star Most unlikely
6. Triangle
7. Cylinder
8. Heart
9. Circle
10. Diamond
8
lOMoARcPSD|40174812
Additional Activities
Directions: Read the problem carefully and answer the questions below. Write your
answer on a separate paper.
In her suitcase, Jenny has a green skirt, an orange skirt, a yellow blouse, a
white blouse, black shoes, and tan shoes. Jenny chooses an outfit to wear
randomly by spinning the spinners in succession.
Answer the following questions. Use impossible, most unlikely, as likely as

unlikely, most likely, or certain to describe each statement.
1. How many different outfits are possible?

2. What is the probability of wearing a green skirt?
3. What is the probability of pink blouse?
4. What is the probability of wearing black shoes?
5. What is the probability of wearing violet skirt, red blouse, and white
shoes?
9
10
What I Know What I Can Do
1. C 1. Certain
2. D 2. Most unlikely
3. A 3. Most unlikely
4. A 4. Most unlikely
5. B 5. Impossible
6. A 6. Certain
7. C 7. Certain
8. A 8. Impossible
9. Most likely
10.Most unlikely
Assessment
What’s In
A.
1. D
1. Certain
2. A
2. Impossible
3. E
3. Most unlikely
4. C
4. Most likely
5. B 5. Impossible
B.
6. Triangle Most unlikely
What’s New 7. Cylinder Most unlikely
Yes, the event that it
will rain today is most 8. Heart as likely as unlikely
likely to happen.
9. Circle Most unlikely
10. Diamond Impossible
What’s More Additional Activities
1. as likely as unlikely 1. 8
2. impossible 2. As likely as unlikely
3. most unlikely 3. Impossible
4. most likely 4. As likely as unlikely
5. certain 5. Impossible
Answer Key
lOMoARcPSD|40174812
lOMoARcPSD|40174812
What I Know
Directions: Read the problems carefully. Copy and answer each table or
illustration on your answer sheet.
1. A spinner below is spun 60 times. The table below shows the result of the
experiment. Complete the data in the table. Based from the frequencies,
make simple predictions by writing certain, most likely, as likely as unlikely,
most unlikely and impossible in the probability prediction column.
Outcomes Tally of Frequency Probability

Prediction
A B A
Outcomes
B
C
D
C D Total 60
2. Ana accomplishes modules while listening to three genres of music (RNB, K-

Pop, and Church music). Today she will accomplish her modules in Math
and English. In how many ways can Anna start accomplishing her modules
today? Complete the tree diagram below to answer the question.
Listening RNB Accomplishing Math, Listening RNB
Accomplishing
Listening K-POP
Math Module
Listening Church
Music
Listening K-POP
3. Perform an experiment by tossing a coin 25 times. Record all possible

outcomes by completing the table below.
Outcomes Tally of Outcomes Frequency Probability Prediction

Head
Tail
11
lOMoARcPSD|40174812
Lesson Performing Experiments and

2 Recording Outcomes
In the previous lessons you have learned how to describe the meaning of
probability such as 50% chance of rain and one in a million chance of winning.
This time we will focus on how to perform experiments and records outcomes.
What’s In
Perform the activity then complete the table below. Write your response on
your answer sheet.
Alphabet cards are placed in a box as seen in the illustration below. There
are 2 cards with letter M, 2 cards letter A, 5 cards with letter T, and 1 card with
letter H. Shake the box slowly. Then, pick one card at a time. Record the outcome.
Return the card in the box and shake it again. Repeat the same process 20 times.
M HA AT
T
Outcomes Tally of Outcomes Frequency
12
lOMoARcPSD|40174812
What’s New
Read and analyze the problem below.
Two coins are tossed at the same time.

Record all possible outcomes that the coins can land.
How will you do this?
What is It
When dealing with probabilities, it is important to identify all the possible

outcomes. A list of all the possible outcomes of an activity or experiments is called
a sample space. There are common ways that can be used in recording possible
outcomes in an experiment.
To solve the given problem, a tree diagram can be done. Consider this
diagram below to find the possible outcomes that the two coins can land.
Possible Possible
Outcomes Outcomes Final Possible
of the 1st of the 2nd Outcomes
coin coin
Head Head, Head

Head
Tail Head, Tail
Head Tail, Head

Tail
Tail Tail, Tail
Therefore, there are four possible outcomes when two coins are tossed and
these are HH, HT, TH and TT (H stands for Head and T stands for Tail)
If you are to be asked to perform an experiment to toss the two coins 20

times and record all possible outcomes, then making a table can be used. The table
below shows how to record outcome in an experiment.
13
lOMoARcPSD|40174812
Frequency
(Total number of trials in
Outcomes Tally of Outcomes
which the outcomes
occurred)
Head, Head 5
Head, Tail 5
Tail, Head 4
Tail, Tail 6
TOTAL 20 20
What’s More
Directions: Do what is asked. Copy the table and write your answer on a separate
sheet of paper.
Make an experiment by rolling a die 50 times. Record the outcomes by

completing the table below.
Number Tally of Outcomes Frequency
1
2
3
4
5
6
Total 50
What I Have Learned
It is important to identify the sample space in making an experiment on

probability. Sample space is a list of all the possible outcomes of an activity or
experiments. There are common ways that can be used in recording possible
outcomes in an experiment. The use of tree diagram and making a frequency table
are common ways that can be used in recording possible outcomes in an
experiment.
14
lOMoARcPSD|40174812
What I Can Do
Direction: Perform what is asked below. Copy the table and write your answer on a
separate sheet of paper.
Prepare pieces of papers of equal sizes. Then, write the names of your
subjects on each paper. Place them in a box and randomly pick one. After picking a
paper, record it in the frequency table as shown below. Return the paper you
picked in the box. Repeat the same process 15 times.
15
lOMoARcPSD|40174812
Assessment
Read and answer each item below. Write your answer on your answer sheet.
A. Make an experiment by rolling a die 30 times. Record outcome by completing

the frequency table below:
B. Mica and her friends sell beverages. They are offering four drinks: soft
drinks, juice drinks, milk and water to their customers. The beverages can
be in small, medium and large serving. Use a diagram to find the total
possible choices the customers can choose.
16
lOMoARcPSD|40174812
Directions: Do what is asked. Copy the table and write your answers on a separate
sheet of paper.
Perform the experiment below and record outcomes in the table.
1. In a box place yellow, red, blue, orange, and green crayons (or anything that
is available).
2. Without looking inside the box, pick one crayon.
3. Tick the corresponding color you have picked in the table below under the
tally column.
4. Return the crayon inside the box and shake the box slightly.
5. Repeat the process 25 times.
6. Complete the data in the table
Simple
Predictions
yellow marble
red marble
orange marble
green marble
Total 25
17
18
What I know What’s In
1.
Answers may vary.
What’s More
Answers may vary.
2. What I Can Do
Answers may vary.
Answers may vary
3.
Answers may vary.
Assessment
A.
Answers may vary.
B.
Answer Key
lOMoARcPSD|40174812
lOMoARcPSD|40174812
References:
Most Essential Learning Competencies (MELC) in Mathematics 6
Perez, M. et al. (2016)21st Century MATHletes 6. Philippines: Vibal Group Inc.
Caingat, M (2005) Enjoying Mathematics 6. Philippines: Jedigar Enterprises
19
lOMoARcPSD|40174812
For inquiries or feedback, please write or call:
Department of Education - Bureau of Learning Resources (DepEd-BLR)
Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600
Telefax: (632) 8634-1072; 8634-1054; 8631-4985
Email Address: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph

Module Grade 6 Math

Uploaded by

Copyright:

Available Formats

Module Grade 6 Math

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Module Grade 6 Math

Uploaded by

Copyright:

Available Formats

lOMoARcPSD|40174812

Math 6 Q4 Mod6 Describing the Meaning of Probability,

Scan to open on Studocu

Studocu is not sponsored or endorsed by any college or university

Published by the Department of Education

Development Team of the Module

Author: Jaypee S. Himongala

Reviewers: Ivy Joy A. Torres, Ma. Theresa L. Tabotabo,

Illustrator: Eldiardo E. Dela Peňa

Layout Artists: Eldiardo E. Dela Peňa, Peter A. Alavanza

Management Team: Ramir B. Uytico Pedro T. Escobarte, Jr.

Printed in the Philippines by ________________________

Department of Education – Region VI

Office Address: Duran Street, Iloilo City

Downloaded by Teacher Aya (grazell1234@gmail.com)

Downloaded by Teacher Aya (grazell1234@gmail.com)

Pre-tests are provided to measure your prior knowledge on lessons in each

Downloaded by Teacher Aya (grazell1234@gmail.com)

What I Need to Know

The module is divided into two lessons, namely:

After going through this module, you are expected to:

4. What number is described when an event is impossible to happen?

5. In tossing a coin, what is the probability that the outcome is a tail?

6. A die is rolled. What is the chance of getting 7?

Describing the Meaning of

Match the probability value in column A with the probability description in

Study the situation below.

To answer the question above, we need to know the concept of probability.

Probability is used to describe how likely or unlikely something will

The event is most unlikely to happen when its probability is between 0 to

Less probable More probable

What I Have Learned

 The event is most unlikely to happen when its probability is closer to 0 –

Answer the following questions. Use impossible, most unlikely, as likely as

6. What is the probability that the sun will rise tomorrow?

7. What is the probability that the sun will shine tomorrow?

8. What is the probability that the fish can walk?

1. It is ______________________ that the New Year’s Day is on the first day of

2. Today is Monday and it is _______________________ that tomorrow will be

3. It is ______________________ to happen that you will pick king of diamonds out

4. In a bag, there are 1 strawberry candy and 3 chocolate candies. It is

5. It is _____________________ that the dog can fly high.

Outcomes Description of Probability

Answer the following questions. Use impossible, most unlikely, as likely as

1. How many different outfits are possible?

Outcomes Tally of Frequency Probability

2. Ana accomplishes modules while listening to three genres of music (RNB, K-

Listening RNB Accomplishing Math, Listening RNB

3. Perform an experiment by tossing a coin 25 times. Record all possible

Outcomes Tally of Outcomes Frequency Probability Prediction

Lesson Performing Experiments and

Read and analyze the problem below.

Two coins are tossed at the same time.

How will you do this?

When dealing with probabilities, it is important to identify all the possible

Head Head, Head

Head Tail, Head

If you are to be asked to perform an experiment to toss the two coins 20

Make an experiment by rolling a die 50 times. Record the outcomes by