Daily Lesson Plan

May 8, 2024

Learning Area: MATHEMATICS

Quarter: FOURTH QUARTER
Week: 6
Grade Level: GRADE 8
Duration: 1 Day

Content Standard The learner demonstrates understanding of key concepts of probability.

The learner is able to formulate and solve practical problems involving

Performance Standard
probability of simple events.

The learner counts the number of occurrences of an outcome in an experiment:

Learning Competency (a) table; (b) tree diagram; ( c) systematic listing; and (d) fundamental counting
and its Code
principle. (M8GE- IV f -g-1)

Key Concept Systematic Listing, Fundamental Counting Principle

At the end of the session, the students are expected to:
a. know how to use systematic listing and fundamental counting principle in
counting the number of occurrences;
I. LEARNING
b. create a menu by applying the systematic listing and fundamental counting
OBJECTIVES
principle in counting the number of food combinations; and
c. Relate systematic listing and fundamental counting principle in real- world
scenario.

II. CONTENT

References 1. DepEd Learners Material 8: Quarter 3 Module 5

Resources Laptop, Instructional Materials, activity sheets, TV/Monitor, Chalk, Eraser

1. Prayer
2. Setting the class (picking up of papers and arranging the chairs)
3. Greetings
4. Checking of attendance
The teacher will ask the following questions:
1. Review 1. What have you recalled during our previous discussion?
2. Can you provide me with the terms that we have discussed?
“Math Rebus”
The teacher will display a series of pictures that equates to a specific word. The
students must raise their hands if they wish to answer the Math Rebus and will
be recognized then to give their answer.

1. Activity

1. + + +Y
 2. O+ + + +S

3. +N+ ( - ker )
4. +

5. +
Possible Outcomes:
1. Probability
2. Occurrences
3. Counting
4. Outcome
5. Organize

Guide Questions:
2. Analysis 1. How was the activity? Were you able to guess all the words in the rebus?
2. What do those words signify or mean? Are these words connected somehow?
SYSTEMATIC LISTING

 A systematic listing is another tool used to organize or represent the

outcomes of an event in a systematic manner through listing. It is done to
make sure that no possible outcome is missed out. The symbol { } is used to
enclosed all possible outcomes in an event. All possible outcomes are
separated by comma.

Example:

Ma’am Lenie is thinking about her lunch for 2 days whenever she works at
3. Abstraction FBNHS. Help her decide the sets of foods that she will eat. Take note, Ma’am
Lenie does not want to repeat her meal intake each day. In how many ways can
she choose from the option that she has.

For Monday,

(Monday, Pancit, Coffee) (Monday, Adobo, Coffee)

(Monday, Pancit, Tea) ( Monday, Adobo, Tea)
(Monday, Pancit, Softdrinks) (Monday, Adobo, Softdrinks)
(Monday, Pancit, Chocolate) (Monday, Adobo, Chocolate)
 For Tuesday,

(Tuesday, Pancit, Coffee) (Tuesday, Adobo, Coffee)

(Tuesday, Pancit, Tea) (Tuesday, Adobo, Tea)
(Tuesday, Pancit, Softdrinks) (Tuesday, ADobo, Softdrinks)
(Tuesday, Pancit, Chocolate) (Tuesday, Adobo, Chocolate)

To Finalize the answer,

S= {(Monday, Pancit, Coffee), (Monday, Adobo, Coffee), (Monday, Pancit, Tea)

( Monday, Adobo, Tea), (Monday, Pancit, Softdrinks), (Monday, Adobo,
Softdrinks), (Monday, Pancit, Chocolate), (Monday, Adobo, Chocolate),
(Tuesday, Pancit, Coffee), (Tuesday, Adobo, Coffee), (Tuesday, Pancit, Tea),
(Tuesday, Adobo, Tea), (Tuesday, Pancit, Softdrinks),(Tuesday, ADobo,
Softdrinks), (Tuesday, Pancit, Chocolate), (Tuesday, Adobo, Chocolate)}

FUNDAMENTAL COUNTING PRINCIPLE

If you have a ways of doing event 1, b ways of doing event 2, and c ways of
event 3, then you can find the total number of outcomes by multiplying:

���

Example 1:

Ma’am Lenie is thinking about her lunch for 2 days whenever she works at
FBNHS. Help her decide the sets of foods that she will eat. Take note, Ma’am
Lenie does not want to repeat her meal intake each day. In how many ways can
she choose from the option that she has.

Given:
2 days, 2 viands, 4 drinks

Solution:
2 × 2 × 6 = �� ����

Example 2:
Using the Fundamental Counting Principle, in how many ways can you arrange 4
encyclopedia, 3 dictionaries, and 5 journals in the school library?

Given:
4 encyclopedia, 3 dictionaries, 5 journals

Solution:
4 × 3 × 5 = �� ����

“Menu please ?”

Instructions:

 The teacher will group the class into 4 groups. Each group will be named as
4. Application (McDonalds, Jollibee, KFC, and Chowking) and will be provided with sets
of foods, drinks, and desserts for their menu.
 The goal of each group is to show how many combinations for their value
meal can they create out from their available foods, drinks, and desserts
using systematic listing and fundamental counting principle.
 The output for each group will be displayed as their menu and will be
 written in a 1 whole cartolina. Afterwards, one of the members will present
their food menu in front of the class.

McDonalds Jollibee KFC Chowking

Food: Food: Food: Food:
 Chicken Fillet  Spicy Chicken  Chao Fan
 Burger Mcdo  Jolly Spag  Chicken Lauret
 McSpag  Yum Burger  Wonton

Drinks: Drinks: Drinks: Drinks:

 McFloat  PepsiFloat  Iced Tea  Milktea
 McCafe  Iced Tea  Pineapple  Iced Tea

Desserts: Desserts: Desserts: Desserts:

 Fries  Sundae  Mashed  Buchi
 Mc Flurry  Peacemango Pie Potato  Halo-Halo
 Fries

CRITERIA Excellent Adequate Poor

(5) (3) (1)
Clarity and The food menu was The food menu is The food menu is
Organization organized very well organized and it not organized and
in a manner that shows the various the various food
viewers are able to food combinations. combinations does
see the differences not show clarity.
of each menu.
Accuracy The menu shows the The menu lacks The menu does not
correct presentation some possible show the correct
of possible combinations of the presentation of
combinations of the food menu (foods, possible
food menu (foods, drinks, desserts). combinations of
drinks, desserts). the food menu
(foods, drinks,
desserts).
Presentation The overall output The presenter The presenter's
was presented very communicates the communication
well by the group counting process skills are extremely
displaying the adequately, but poor, making it
number of there are some difficult for the
combinations of distractions or audience to engage
food menu and the awkward moments with the counting
presenter that detract from the process
communicates the presentation.
menu very well.

The teacher will ask the following questions:

1. What have you from today’s discussion?

5. Generalization
2. What do you think is the importance of counting the number of occurrences
using systematic listing or fundamental counting principle?
3. When can you apply such concept in real life?
Choose the correct answer and write the letter of your chosen answer on a 1/4
sheet of paper.

1. Which of the following event has a sample space of 16?

A. 4 shirts and 4 pants
IV. EVALUATION B. 8 shirts and 8 pants
C. 2 pairs of shoes and 14 pants
D. 6 blouses and 10 slacks

2. In how many ways can you arrange the 3 math books, 2 science books, and 5
Filipino books in the bookshelf?
 A. 8
B. 30
C. 10
D. 15

3. There are 5 different variety of snake plants and 4 varieties of Caladium plants
my mother has in her steel case. In how many ways can she arrange differently
the plants?
A. 9
B. 5/4
C. 20
D. 4/5

4. What method of counting is illustrated below?

{(blue, red, yellow), (blue, red, green), (blue, red, white)}

A. Probability table
B. Systematic listing
C. Tree diagram
D. Fundamental counting principle

5. Using Fundamental Counting Principle, what is the total number of outcomes

in choosing a representative to the SSG position with 3 males and 2 females are
candidates?
A. 5
B. 6
C. 7
D. 8

Expected Answers:
1. A
2. B
3. C
4. B
5. B
The teacher will pair up the students, and each student will create a practice
V. AGREEMENT problem for their partner to solve. These problems should be based on real-life
/ASSIGNMENT situations where counting methods can be used. Output of the created real=world
problems will be submitted on the next meeting.

Prepared by:

LENIEFFER NOREN B. GEMARINO

Pre- Service Teacher

Checked and Observed by:

JOHN REY D. GARCIA

Teacher II