Department of Education

Region 02
Division of Nueva Vizcaya
SOLANO II DISTRICT
Solano

SIMPLE PROBABILITY AND INTEGERS

Discussant: Luvella U. Lilagan
ESHT-I, Mapaina & Calaoagan ES

OBJECTIVES

1. Understand the concept of simple probability and integers.
2. Develop the skill in using simple probability and knowledge on integers.
3. Perform the different tasks associated with the skills to further understand the concepts of
simple probability and integers.

Time Frame: 1 hour
Resources: laptop, LCD projector, activity sheets, marker

OVERVIEW

Mathematics is a very interesting subject although to some it is a difficult one. It is
needed in all walks of life. For better teaching-learning outcomes, Mathematics should be made
meaningful by allowing the learners to explore Mathematics concept, relationships and
possibilities in the environment. The learners should be taught the Mathematics skills possibly in
the most interesting way through varied strategies in teaching and learning situations where they
could gain mastery of the skills of valuable meanings and have ready applications in ones
everyday life.
But the problem is how teachers can give the needed knowledge and skills if they
themselves lack the necessary skills and knowledge in Mathematics. As the saying that goes,
You cant teach what you dont have.
The result of the TEPT-PST Pre Test conducted by the National Education Testing and
Research Center (NETRC) to Grade III and IV teachers on April 28, 2013 at the Nueva Vizcaya
General Comprehensive High School, Bayombong, Nueva Vizcaya is quite alarming because
Mathematics only achieved and MPS of 57.75% which is very far from the passing MPS of 75%.
Due to its poor result, interventions such as INSET, SLAC are conducted to help the
teachers understand better the concepts of probability and integers and to help them improve
their performance in Mathematics.
This year, it is expected that Grade V and VI teachers will be the next batch to be tested.
For this reason, the Division of Nueva Vizcaya decides to conduct this training to Elementary
Mathematics Teachers not only to prepare them for the future tests but also to provide them the
necessary skills and knowledge in Mathematics.
This structured session will enlighten the minds of the teachers to achieve the goal of
understanding the concepts of probability and integers.

SESSION PROPER

ACTIVITY

1. Group the participants into ______ learning teams.
2. Let them answer the sets of exercises on the activity sheets.
a. Probability
b. Integers
Draw a number line. What are the numbers in the number line? What does the
number line consist?
3. Publish the group outputs.
4. Discuss and share the groups outputs.

ANALYSIS

1. What concepts did you learn from the activities?
2. How did you arrive at the correct answers? What strategies did you use?
3. What insights or learning did you draw from this session?
4. Were you able to realize the learning objective? How?
5. How much have you learned from this activity?

ABSTRACTION

A. PROBABILITY









The problem asked us to find some probabilities involving a spinner.

Here are some definitions and examples from the given problem.




Problem: A spinner has 4 equal sectors colored yellow, blue, green and red. What are the
chances of landing on blue after spinning the spinner? What are the chances of landing on red?

Solution: The chances of landing on blue are 1 in 4, or one fourth.
The chances of landing on red are 1 in 4, or one fourth.

Experiment situation involving chance or
probability that leads to results called outcomes
In the first problem, the experiment is
spinning the spinner
Outcome result of a single trial of an
experiment
The possible outcomes are landing on yellow,
blue, red or red
Event one or more outcomes of an experiment One event of this experiment is landing on
blue
Probability the measure of how likely an event
is
The probability of landing on blue is one
fourth










Experiment 1: A spinner has 4 equal sectors colored yellow, blue, green and red.
After spinning the spinner, what is the probability of landing on each color?

Outcomes: The possible outcomes of this experiment are yellow, blue, green and red.

Probabilities: P(yellow) = number of ways to land on yellow = 1
Total number of colors 4

P(blue) = number of ways to land on blue = 1
Total number of colors 4

P(green) = number of ways to land on green = 1
Total number of colors 4

P(red) = number of ways to land on red = 1
Total number of colors 4


Experiment 2: A single 6-sided die is rolled. What is the probability of each
outcome? What is the probability of rolling an even number? of rolling an odd
number?

Outcomes: The possible outcomes of this experiment are 1, 2, 3, 4, 5, and 6





In order to measure probabilities, Mathematicians have devised the following formula for
finding the probability of an event.

P (A) =

The number of ways event A can occur
The total number of possible outcomes

Probabilities: P(1) = number of ways to roll a 1 = 1
Total number of sides 6

P(2) = number of ways to roll a 2 = 1
Total number of sides 6

P(3) = number of ways to roll a 3 = 1
Total number of sides 6

P(4) = number of ways to roll a 4 = 1
Total number of sides 6

P(5) = number of ways to roll a 5 = 1
Total number of sides 6
P(6) = number of ways to roll a 6 = 1
Total number of sides 6

P(even) = number of ways to roll an even number = 3= 1
Total number of sides 6 2

P(odd) = number of ways to roll an odd number = 1= 1
Total number of sides 6 2

Experiment 2 illustrates the difference between an outcome and an event. A single outcome of
this experiment is rolling a 1, or rolling a 2, or rolling a 3, etc. Rolling an even number (2, 4,
6) is an event, and rolling an odd number (1, 3, 5) is also an event.

I n Experiment 1, the probability of each outcome is always the same. The probability of
landing on each color of the spinner is always one fourth. I n experiment 2, the probability of
rolling each number on the die is always one sixth. I n both of these experiments, the outcomes
are to occur.

Experiment 3 shows the outcomes are not equally likely.

Experiment 3: A glass jar contains 6 red, 5 green, 8 blue and 3 yellow marbles. If a single
marble is chosen at random from the jar, what is the probability of choosing a red
marble? a green marble? a blue marble? a yellow marble?

Outcomes: The possible outcomes of this experiment are red, green, blue and yellow.

Probabilities: P (red) = number of ways to choose red = 6 = 3
total number of marbles 22 11

P (green) = number of ways to choose green = 5 =
total number of marbles 22

P (blue) = number of ways to choose blue = 8 = 4
total number of marbles 22 11

P (yellow) = number of ways to choose yellow = 3
total number of marbles 22

The outcomes in this experiment are not equally likely to occur. You are more likely to choose
a blue marble than any other color. You are least likely to choose a yellow marble.

Experiment 4: Choose a number at random from 1 to 5. What is the probability of each
outcome? What is the probability that the number chosen is even? What is the
probability that the number chosen is odd?

Outcomes: The possible outcomes of the experiment are 1, 2, 3, 4, and 5.

Probabilities: P (1) = number of ways to choose a 1 = 1
Total number of numbers 5

P (2) = number of ways to choose a 2 = 1
Total number of numbers 5

P (3) = number of ways to choose a 3 = 1
Total number of numbers 5

P (4) = number of ways to choose a 4 = 1
Total number of numbers 5

P (5) = number of ways to choose a 5 = 1
Total number of numbers 5

P (even) = number of ways to choose an even number = 2
Total number of numbers 5

P (odd) = number of ways to choose an odd number = 3
Total number of numbers 5

The outcomes 1, 2, 3, 4 and 5 are equally likely to occur as a result of this experiment.
However, the events even and odd are not equally likely to occur, since there are 3 odd
numbers and only 2 even numbers from 1 to 5.

Summary: The probability of an event is the measure of the chance that the event
will occur as a result of an experiment. The probability of an event A is the number of ways
event A can occur divided by the total number of possible outcomes. The probability of an
event A, symbolized by P (A) is a number between 0 and 1, inclusive that measures the
likelihood of an event in the following way:

*If P(A) > P(B) then event A is more likely to occur than event B.
*If P(A) = P(B) then events A and B are equally likely to occur.


B. INTEGERS

In our number system there exist other numbers specifically the numbers that are less than zero.
The integers consist of the positive natural numbers (1, 2, 3, ....), their negatives (-1, -2, -3, ...)
and the number zero.

1. A number is positive if it is greater than zero and negative if it is less than zero. Zero is
greater than all negative numbers but smaller/lesser than any positive number. Zero is
neither negative nor positive.
2. Negative numbers are easily recognized for they have a minus/negative sign (-) affixed
before them. Thus, the number -3 is read as negative three. Negative numbers are
found left of zero in a horizontal number line and below zero in a vertical number line.
3. Positive numbers may or may not have the positive/plus sign (+). They are found right of
zero in a horizontal number line and above zero in a vertical number line. Positive
numbers are infinite so are negative numbers. For every positive number, there is always
a corresponding negative number.

The integers in the number line.



-5 -4 -3 -2 -1 0 1 2 3 4 5 6


7
6
5
4
3
2
1
0
-1
-2
-3
-4
-5
-6
-7
-8
-9
-10
Positive numbers are associated with
north, east direction with words
forward, above, after, etc. while
negative numbers are associated with
west, south direction and with words
backward, below, before and the like.
APPLICATION

A. Probability
Directions: Read each question below. Select your answer by checking the phrase or
sentence.
1. Which of the following is an experiment?
Tossing a coin.
Rolling a single 6-sided die.
Choosing a marble from a jar.
All of the above

2. Which of the following is an outcome?
Rolling a pair of dice.
Landing on red.
Choosing 2 marbles from a jar.
None of the above

3. Which of the following experiments does NOT have equally likely outcomes?
Choose a number at random from 1-7.
Toss a coin.
Choose a letter at random from the word SCHOOL.
None of the above.

4. What is the probability of choosing a vowel from the alphabet?

None of the above

5. A number from 1-11 is chosen at random. What is the probability of choosing an odd number?

None of the above

6. A dice has 6 faces numbered 1-6. If you toss the die, what is the probability that it will land on
P(1)= P(2)= P(3)= P(4)= P(5)= P(6)=

7. In a box are 7 blue marbles, 8 red marbles, and 5 green marbles. If you draw 1 without
looking, what is the probability that you get
P(blue) = P(green)= P(red)=

8. The letters of the word MATHEMATICS are placed in a pouch. Without choosing, what is the
probability that you will draw
P(M)= P(A)= P(T)= P(I)= P(E)= P(H)=




B. Integers

1. Write the integer for the following:
6 units to the left of -2
Withdraw P10 000
12 steps left of 1
Increase by 15%
73 reduced by 5
16 steps downward from 5
0


2. Compare the integers using >, < or =
3 ______ -58
0 ______ -1
1 ______ 0
-53 _______ -53
-115 _______ 2


3. Ordering from greatest to least.

Number these temperature readings from 1-10
Number Number Number
14
0
F 4
0
F 2
0
F
-3
0
F 7
0
below 0
0
F 1
0
below 0
0
F
0
0
F 5
0
below 0
0
F -8
0
F
7
0
F






4. Ordering from lowest to greatest.

Number these elevations from 1-10.
Number Number
400 ft above sea level 15 000 ft below sea level
10 000 ft above sea level mile below sea level
1 000 ft above sea level 500 ft below sea level
1 mile above sea level mile below sea level
1 mile below sea level mile above sea level


Reference:
1. http://www.mathgoodies.com/lessons/vol6/intro_probability.html


Prepared by:

LUVELLA U. LILAGAN
ESHT-I
Noted:

ERMELINDA T. NAVARRETE
EPS-1, Elementary Mathematics

























Department of Education
Region 02
DIVISION OF NUEVA VIZCAYA
Bayombong







Simple Probability and Integers







LUVELLA U. LILAGAN
Elem. Sch. Head Teacher I





ERMELINDA T. NAVARRETE
Education Program Supervisor I, Elementary Mathematics