DETAILED LESSON PLAN

IN TEACHING MATHEMATICS IV

Prepared by:

KRISTINE JANE T. ZIPAGAN

BEEd – 2A

Checked by:

JAYLORD P. MANAUD

Subject Instructor
 Detailed Lesson Plan in Teaching Mathematics IV

I. OBJECTIVES
A. Content Standard
The learner demonstrates understanding of the concepts of simple
experiments.
B. Performance Standard
The learner is able to describe outcomes in simple experiments.
C. Learning Competencies
The learner records favorable outcomes in a simple experiment (e.g. tossing a
coin, spinning a wheel, etc.) M4SP-IVi-9

II. SUBJECT MATTER

A. Topic: Simple Probability Experiments
B. Reference: K to 12 Grade 4 Curriculum Guide page 132
Teacher’s Guide Math 4, pp. 348-351
Learner’s Material Math 4, pp. 258-260
C. Materials: coin, spinner, UNO cards, colored papers, PPTx, charts, rings,
laptop, cartolina, markers, letterings, tarpapel (word puzzle), activity sheets,
LCD projector/TV, pingpong balls, popsicle sticks, thumbtacks
D. Values Integration: Give importance to proper hygiene, activeness and
cooperation

III. PROCEDURE

Teacher’s Activity Pupil’s Activity

A. Preliminary Activities
1. Review

Good morning class! Good morning Ma’am!

I want you to take a look at this.

Pupils

Who can tell what kind of picture is (The pupils will raise their hands to
this?
 recite.)
Yes, Fritzie?
It is a bar graph Ma’am.
That’s right!

Based from this graph, what is its

title?

Yes, Sharlene?
The title of the graph is Number of
Pages of Book Read Ma’am.
Correct!

Who has the most number of pages

read?

Yes, Jessie?
Gani read the most number of pages
Ma’am.
Very good!

Who has the least number of pages

read?

Yes,Lorraine?
The pupil who has the least number
of pages read is Rante Ma’am.
Good job class! Your answers are
all correct!

2. Motivation

Class, what do you usually do

before you go to school?

Yes,Jean?
I brush my teeth Ma’am.
How about you Cherry Ann?
Ma’am I eat before going to school.
What time do you usually sleep at
night?

Yes,Chester?
Ma’am I usually sleep at 8:00 in the
evening.

How many times do you brush

your teeth in a day Vanessa?
Ma’am I brush my teeth three times
 Very good! a day.

And how many times do we eat

meals in a day? (Pupils will raise their hands to
recite.)
Yes, Godly?
We eat meals three times a day
Ma’am. We eat breakfast, lunch and
That’s right! dinner.

How many hours of sleep do we

need? Do you have any idea?
Yes, Ma’am!
Yes, Angelica how many hours?
Eight hours Ma’am.
Brilliant! That’s correct!

All your answers are correct class.

It’s important to maintain personal
hygiene and we need to consider
these things for us to become
healthy children. Do you agree
with me class?
Yes, Ma’am!
B. Developmental Activities

1. Presentation of the Lesson

(The teacher will show letterings
on the board.

MATHEMATICS

This time, how many times does MATHEMATICS

the letter M appeared in the
letterings?

Perfect! It’s two times or twice. Two (2) times Ma’am!

This has something to do with our
topic for today about Simple
Probability Experiments.

2. Discussion
Now class, what is probability?
Yes, Rosel?

Probability is used to describe the

 chances how likely or unlikely
something will happen

Definitely! Kindly give her an

excellent clap!
(The pupils pupils will do the excellent
To explain it more authentic and clap)
clear. Let us have an activity.

(Grouping of pupils)

The activity that we will do is called

“COUNT ME IN”.

Before you start the activity, I will

group you into four (4). Each group
must select a leader, a secretary
and a timekeeper. The leader will
take charge of the group activity
and will also be responsible in
reporting the output of their group.
The secretary will write the output
and the timekeeper will monitor the
time.

Are you ready for the activity?

That’s great! Yes, Ma’am!

There is something under your
armchair and the color of it will
determine your group. Now, I
want you to check under your
armchair and go to your
respective groups.
(The teacher will assign the
designated areas for the groups
to work.)
(Setting of standards)

Now let us recall the standards in

doing a group activity.

What are the different standards in

doing group activities? Kindly give
one, Hernanie.
Be cooperative with your
 groupmates Ma’am.
Correct! What else Lovely?
Speak silently and don’t make noise.

Very good!

Are there some more?

Yes Ma’am!
What is that Julie Ann? Listen attentively Ma’am.

That’s right!

What else? Yes, Jireh? We need to share our ideas Ma’am.

Correct! Another, Angie?
Maintain cleanliness in the working
area Ma’am.
Very good class!

(Distribution of activity sheets and

materials to be used)

Here are the materials that you

will use. May I request the leader (The leaders will get the materials
of each group to come and get needed for the group activity.)
your materials.

(Giving of instruction)
Here are the procedures that you
will follow and the guide questions
that will answer later on.
(The teacher shows the
procedures for the activity and
reads it afterwards.)
“COUNT ME IN” ACTIVITY
PROCEDURES:
USING A SPINNER
1. Spin the spinner.
2. Put a mark in the tally column Color Tally Frequenc
for each color where the y
spinner stops. Do this Orang
experiment for 20 times. e
3. Add the tally marks for each column Blue
Pink
Green
Yellow
Purple
 and write the number in the
frequency column.

Questions: Out of 20 times, how

many times did the each color of
the spinner landed on the arrow
pointer? How did you do the
tallying? How did you count the
frequency?

=
USING UNO CARDS
1. From a deck of UNO cards (0-
9), pick a card.
2. Put a mark under the tally
column of whatever number of
card was picked. Do this 20
times.
3. Add the tally marks for each
card. Write the number in the
frequency column.

Number Tall Frequen

Questions: Out of y cy
20 times, how
0
many times each
card number was 1
picked? How did 2
you do the
3
tallying? How did
you count the 4
frequency? 5
USING A 6
PINGPONG 7
BALL
8
1. Get a 9
 ping pong ball and shoot it in
the big funnel-shaped gallon.
Below it are the symbols of
the four (4) basic
mathematical operations.
2. Put a mark in the tally column
for the symbol where the ping
pong ball will land. Do this
experiment for 20 times.
3. Add the tally marks for each
symbol. Then, write the
number in the frequency
column.

Symbo Tally Frequenc

l y
Questions: Out of 20 times, how many +
times did the ping pong ball landed on
-
each symbol? How did you do the
tallying? How did you count the x
frequency? ÷

USING A RING
1. Get a ring and toss it over a board
of colored Popsicle sticks.
2. Put a mark in the tally column for
the color of the Popsicle stick
where the ring will land. Make sure
that 1 ring will only land to 1 stick.
Do this experiment and toss 20
rings.
3. Add the tally marks for each color.
Then, write the number in the
frequency
column. Color Tally Frequenc
of y
Questions: Out
Popsicl
of 20 times, how
e stick
many times did
the rings landed Red
on each color of Blue
Green
Yellow
Blue
Violet
 the Popsicle stick? How did you
do the tallying? How did you
count the frequency?

As soon as you are finished, raise

your flaglet and don’t make
unnecessary noise while waiting
for others to finish.

Finally, think of a good way in

presenting your output in front of
the class.

Are the procedures clear class?

(The teacher will instruct the

pupils to go to their respective
areas for the group activity.)
You can now start you activity. Be
sure to observe your time. I will
give you 5-10 minutes to do your
activity.
(The teacher facilitates the pupils
in doing their activity.)
(Group reporting and presentation)
Are you done class?
Yes Ma’am.

Now, may I call on the leader of the

first group to present their output. (The pupils will go to their designated
areas respectively.)

Thank you. Let’s give them a

power clap.

(The teacher will call the group

secretary to spin the roulette for
their prize.)
 Yes, Ma’am!
(The teacher will give the
corresponding prize to the group.) (The leader will present their output)

Second group please present your

output. (The pupils will do the power clap.)

Let’s give them a very good clap.

(The secretary will spin the roulette.)
(The teacher will call the group
secretary to spin the roulette for
their prize.)

(The teacher will give the

corresponding prize to the group.) (The leader will present their output)

Next, the third group will present (The pupils will do the very good clap.)
their output.

Good job! Let’s give them a good (The secretary will spin the roulette.)
job clap.

(The teacher will call the group

secretary to spin the roulette for
(The leader will present their output)
their prize.)

(The teacher will give the

(The pupils will do the good job clap.)
corresponding prize to the group.)

Last but not the least, the last

group please.
(The secretary will spin the roulette.)

Thank you. Let’s give them a kokak

clap.
(The teacher will call the group
secretary to spin the roulette for
(The leader will present their output)
their prize.)

(The teacher will give the (The pupils will do the kokak clap.)
corresponding prize to the group.)

Let’s give a barangay clap for (The secretary will spin the roulette.)
everyone.

Now, let’s check whether you did

right in your activity.

(The pupils will do the barangay

(The teacher will check the pupils’
clap.)
output.)

In recording the outcome, we use a

table for the tally. We count the
times an event happened and put
the number in the frequency
column.

Are all your outputs correct then?

(Pointing to the outputs of the
pupils on the board.)

(The teacher will show a coin to

the class and will toss it.)

Do you know what is this class? Yes, Ma’am!

That’s right! If I toss this coin,

which do you think will come out?
The head or the tail?

(The teacher will show the result.)

Yes, Ma’am! A coin!
Probability is the chance that an
event will happen.
 Tossing a coin is a simple (The pupils will make their guesses.)
probability experiment to know the
chance that either a head or a tail
shows up.

The result that either a head or a

tail shows up is called a success.

Do you understand class?

Great! Now you already know how

to record favorable outcomes in a
simple experiment.
Yes, Ma’am!
3.Generalization

Alright class, if you really

understood our lesson, what is
probability?

Anyone from the class?

Yes, Cielo?

Excellent!

Probability is the chance that an

How do you record the outcome
event will happen, Ma’am.
of an event?

Yes Jennylyn?

That’s right!

We will use a table Ma’am.

Then what did you do next?
 Yes Domingga?

We need to count the number of times

Nice answer!
an event happened and used the table
for the tally.
After that, what will we do?

Yes Jessica?

We counted the tally and recorded the

number under the frequency column
Brilliant! Ma’am.

Good job! I am impressed with

your answers class.

4. Application

This time class I want you to go (The pupils will go to their respective
back to your original groupings and groups.)
we will do another activity.

Directions: Look for the words listed

in the table. Encircle the words using
a highlighter / colored chalk. Tally
marks and write the number in the
frequency column. If you are done,
just raise your flaglet.

WORD PUZZLE
 Words Tall Frequen
y cy
Chance
Are you Event
ready class? Outcom
e
As your
guide, here is the scoring guide Yes, Ma’am!
(rubrics) for your activity:

RUBRICS IN PARTICIPATION /
GROUP ACTIVITIES

POINTS INDICATORS
Shows eagerness and
cooperation to do the
task, participates
5
actively, do great help
to the group and
finishes on time
Shows eagerness and
cooperation, finishes
4
on time but good
followers only
Participated but late,
3 with teacher's
supervision
Activity was done but
does not show
2 eagerness to
participate or
cooperate
1 No interest in
participating the
 activities

I will give you 5-10 minutes to finish the

activity.

(The teacher will check the pupils’ output

after finishing the activity and gives the
corresponding points.)

5. Values Integration

A simple but meaningful anecdote:

Aling Maria is looking for Mang Jose

a “kubrador” of jueteng for her to bet
a numbers, for she wants to win a
big amount of money, she bet all her
wanted number pairs.

Her money is allocated for the food

of her family. Her husband and their
children went home and looking for
food for lunch but the table is empty
of food.

After an hour, Mang Jose came and

announce the winning numbers in
jueteng which is one of Aling Maria’s
number pairs.

Is Aling Maria correct for what she

does?

If you were to be Aling Maria, will

you do the same? No Ma’am.

What must be the trait should Aling

Maria possess? No Ma’am.

Who among you here have gone to

“perya”? (The pupils have different answers)
 Who among you had fun while
playing running light, ABC and ping
pong? (The pupils raise their hands)

Are you taking the chances to win? (The pupils raise their hands)
If yes, why?
If no, why?

What must we do so that we should

not put ourselves into gambling? (The pupils have different answers)

Yes, Cliar Ann?

Precisely!
In order for us not to put ourselves
Let’s have faith and be contented for
into such gambling, let’s have faith in
what we have.
life.
Let God gives us the winnings of
life.

IV. EVALUATION

Directions: Given the short story below entitled “The Sleeping Beauty”, tally
marks and write the number of frequency how many times the words “and”,
“the” and “she” appeared. Use the table provided below.
The Sleeping Beauty
Long ago in a distant country, a beautiful girl was born to a king and a
queen. They gave a great feast to celebrate her birth. There were thirteen wise
woman in the kingdom and all except the thirteenth, were not invited. The
thirteenth wise woman came and angrily said that the princess was going to cut
her finger with a spindle and die she turned fifteen. But the twelfth wise woman
that she should sleep for a hundred years instead. The king ordered his soldier
to burn all the spindles in the kingdom to save the princess from a terrible fate.
The princess became the prettiest girl in the kingdom, and everyone
forgot the evil woman’s wish. One day when the princess was fifteen, she
 wandered in the castle and found an old woman with a spindle in an old tower.
She borrowed the spindle and hurt herself. She fell into a deep sleep. At the
time everyone else in the kingdom went to sleep. Many years passed, but not
one of them awoke. Prince from different lands tried to enter the castle but
failed. After a hundred years a handsome young prince came to the vine
covered castle. To his surprise, the thick thorny vines parted and allowed him to
enter the castle. He kissed the sleeping beauty, and the kiss awakened her,
and they live happily ever after.

Words Tally Frequency

and
the
she

V. ASSIGNMENT

A. Directions: Observe how the TV advertisements will appear while watching

television tonight. Using the table below, tally marks and write the number of
frequency how many times the following advertisements in each category
will appear.

TV Tally Frequency
advertisement
coffee
milk
shampoo
soap

B. Directions: Have an advance review on creating a problem involving simple

probability and try to answer the activities in the book.