School SAN AGUSTIN INTEGRATED SCHOOL Grade Level 8

DAILY Teacher ANGELA CAMILLE P. CARIAGA Subject Mathematics

Date and Time March 9-13, 2020 Quarter FOURTH
LESSON LOG (8:45-9:45)(10:00-11:00)

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key concepts of probability.
B. Performance Objective The learner is able to formulate and solve practical problems involving probability of simple events.
C. Learning Competencies/ Objectives The learner solves problems involving probabilities of simple events. (M8GE-IVi-j-1)
( Write the LC code for each) a. Solves problem involving probability of simple events.
b. Review & explain probability of simple events operationally
c. Solve word problems involving probability of simple events
d. Apply the concept of probability of simple events in real life situation.
II.CONTENT ( Subject Matter) WEEKLY QUIZ
Probability and Permutations Probability and Permutations Probability and Combinations Probability and Combinations

III. LEARNINGRESOURCES
A. References
1. Teachers Guide pages K to 12 Basic Curriculum Guide K to 12 Basic Curriculum Guide K to 12 Basic Curriculum Guide K to 12 Basic Curriculum Guide K to 12 Basic Curriculum
Guide,
2. Learners Material Pages Learner’s Module, 8 Learner’s Module, 8 Learner’s Module, 8 Learner’s Module, 8 Learner’s Module, 8,
3. Textbook pages
4. Additional Materials from LRDMS
B. Other Learning Resources LCD, Laptop, Flash Player, LCD, Laptop, Flash Player, LCD, Laptop, Flash Player, LCD, Laptop, Flash Player,
Recycled calendar, colored Recycled calendar, colored chips Recycled calendar, colored chips Recycled calendar, colored
chips chips
IV. PROCEDURES Preparatory Activities Preparatory Activities Preparatory Activities Preparatory Activities Preparatory Activities
1. Prayer 1. Prayer 1. Prayer 1. Prayer 1. Prayer
2. Attendance/ assignment 2. Attendance/ assignment 2. Attendance/ assignment 2. Attendance/ assignment 2. Attendance/ assignment
3. Classroom management 3. Classroom management 3. Classroom management 3. Classroom management 3. Classroom management
A. Reviewing past lesson or Presenting
the new lesson Review of the previous topic Review of the previous topic
Review of the previous topic Review of the previous topic

B. Establishing a purpose of the “What's the Difference? “What's the Difference?

new lesson Congratulations! You have In English we use the word In English we use the word
Congratulations! You have won "combination" loosely, without
won a free trip to Europe. On "combination" loosely, without
a free trip to Europe. On your thinking if the order of things is thinking if the order of things is
your trip you have the important. In other words:
trip you have the opportunity to important. In other words:
opportunity to visit 6
visit 6 different cities. You are
different cities. You are "My fruit salad is a combination "My fruit salad is a
responsible for planning your of apples, grapes and
responsible for planning your combination of apples, grapes
European vacation. How many bananas" We don't care what and bananas" We don't care
European vacation. How
different ways can you schedule order the fruits are in, they could what order the fruits are in, they
many different ways can you also be "bananas, grapes and could also be "bananas, grapes
your trip? The answer may
schedule your trip? The apples" or "grapes, apples and and apples" or "grapes, apples
surprise you! bananas", its the same fruit salad. and bananas", its the same fruit
answer may surprise you!
salad.
 "The combination to the safe is "The combination to the safe
472". Now we do care about the is 472". Now we do care about
order. "724" won't work, nor will the order. "724" won't work, nor
"247". It has to be exactly 4-7-2. will "247". It has to be exactly 4-
” 7-2.
”
C. Presenting Examples/ instances of So, in Mathematics we use So, in Mathematics we use
the new lesson more precise language: more precise language:
When the order doesn't matter, it When the order doesn't matter, it
is a Combination. is a Combination.
When the order does matter it is When the order does matter it is
a Permutation. a Permutation.

D. Discussing new concepts and Combinations without

practicing new skills no.1. Repetition
There are basically two types of This is how  lotteries  work. The
permutation: There are also two types of
Repetition is Allowed: such as numbers are drawn one at a
Permutations without Repetition combinations (remember the
the lock above. It could be "333". time, and if we have the lucky
In this case, we have to reduce the order does not matter now):
No Repetition: for example the numbers (no matter what order)
number of available choices each Repetition is Allowed: such as
first three people in a running we win!
time. coins in your pocket (5,5,5,10,10)
race. You can't be The easiest way to explain it is
No Repetition: such as lottery to:
first and second. numbers (2,14,15,27,30,33)
 Permutation is assume that the order does
an ordered Combination. matter (ie permutations),
Permutation is a position. then alter it so the order
does not matter.

E. Discussing new concepts and Permutations with Repetition Combinations with Repetition Combinations with Repetition .
The factorial
practicing new skills no.2 These are the easiest to Actually, these are the hardest to Actually, these are the hardest .
function (symbol: !) just
calculate. explain, so we will come back to to explain, so we will come back
means to multiply a series
When a thing has n different this later. to this later.
of descending natural
types ... we have n choices each numbers. Examples:
time! 4! = 4 × 3 × 2 × 1 = 24
For example: choosing 3 of 7! = 7 × 6 × 5 × 4 × 3 × 2 ×
those things, the permutations 1 = 5,040
are: 1! = 1
n×n×n
(n multiplied 3 times) Note: it is generally agreed
More generally: choosing r of that 0! = 1. It may seem
something that has n different funny that multiplying no
types, the permutations are: numbers together gets us
n × n × ... (r times) 1, but it helps simplify a lot
(In other words, there of equations.
are n possibilities for the first
choice, THEN there
are n possibilites for the second
 choice, and so on, multplying
each time.)
Which is easier to write down
using an  exponent  of r:
n × n × ... (r times) = nr
F. Developing Mastery (Leads to Example: in the lock above, Example: what order could 16 Let us say there are five flavors of
Formative Assessment 3.) there are 10 numbers to choose pool balls be in? icecream: banana, chocolate,
from (0,1,2,3,4,5,6,7,8,9) and we After choosing, say, number "14" we lemon, strawberry and vanilla. Let us say there are five flavors
choose 3 of them: can't choose it again. We can have three scoops. How of icecream: banana,
10 × 10 × ... (3 times) = 103 = So, our first choice has 16 many variations will there be? chocolate, lemon, strawberry
1,000 permutations possibilites, and our next choice has Let's use letters for the flavors: {b, and vanilla.
15 possibilities, then 14, 13, 12, c, l, s, v}. Example selections We can have three scoops. How
11, ... etc. And the total include many variations will there be?
permutations are: {c, c, c} (3 scoops of chocolate) Let's use letters for the flavors:
16 × 15 × 14 × 13 × ... = {b, l, v} (one each of banana, {b, c, l, s, v}. Example selections
20,922,789,888,000 lemon and vanilla) include
  {b, v, v} (one of banana, two of {c, c, c} (3 scoops of chocolate)
But maybe we don't want to choose vanilla) {b, l, v} (one each of banana,
them all, just 3 of them, and that is lemon and vanilla)
then: {b, v, v} (one of banana, two of
16 × 15 × 14 = 3,360 vanilla)

G. Finding practical application of What have learned today that What have learned today that
What have learned today that you What have learned today that you
concepts and skills in daily living you can apply in your daily you can apply in your daily .
can apply in your daily lives? can apply in your daily lives?
lives? lives?
H. Making Generalization and
abstraction about the lesson
is the number of things to choose from,
is the number of things to choose from, Discuss few things about the Discuss few things about the
r of them, and we choose r of them, lesson today. lesson today.
repetition is allowed,
and order matters.
I. Evaluating learning Earlier, you were told that there How many ways can first and pool ball example (now without .
are 15 people in the meeting, second place be awarded to 10 order) is:
Numbe Secon
and one person will be the people? 16!3!(16−3)! = 16!3! × 13!
r First d
facilitator while another person 10! 3,628,800 = 20,922,789,888,0006 ×
will be the scribe. In how many  =   =   = 6,227,020,800
90
8! 40,320 1 red yellow
different ways can the facilitator (which is just the same as: 10 × 9 = = 560
and the scribe be chosen? If the 90 Or we could do it this way: 2 red green
facilitator and the scribe were 16×15×143×2×1 = 33606 = 560
chosen at random, could you 3 red brown
determine the probability of any
particular pair of people? x yellow red
There are 15 people and we are
choosing two people out of 4 yellow green
those 15. The permutation for
this would be [Math Processing 5 yellow brown
Error]. 
x green red

x green yellow
 6 green brown

x brown red

x brown yellow

x brown green
J. Additional activities for application Define permutation and give one
and remediation example. Study: Probability and combinations Review for the long quiz.

V.REMARKS
VI.REFLECTION
A. No. of learner who earned 80%
B .No. of learner who scored below 80%
( needs remediation)
C. No. of learners who have caught up with
the lesson
D. No of learner who continue to require
remediation
E. Which of my teaching strategies work
well? Why?
F. What difficulties did I encounter which
my principal /supervisor can help me
solve?
G. What innovation or localized materials
did I use/discover which I wish to share
w/other teacher?

Prepared by: Noted:

ANGELA CAMILLE P. CARIAGA MARY ANN JOSELI M. GAERLAN
Teacher I School Principal I