COLLEGE OF SUBIC MONTESSORI, SUBIC BAY

BASIC EDUCATION DEPARTMENT

SYLLABUS
School Year Learning Area: Hours / week Time:

2017-2018 Mathematics 8
LEARNING AREA INTENDED LEARNING OUTCOMES: At the end of the School Year, the learners must be able to:
The learner demonstrates understanding of key concepts and principles of patterns and algebra (factors of polynomials, rational algebraic expressions, linear equations and inequalities in two variables,
systems of linear equations and inequalities in two variables); geometry (axiomatic structure of geometry, triangle congruence, inequalities in a triangle, and parallel and perpendicular lines); and statistics
and probability (probability of simple events) as applied - using appropriate technology - in critical thinking, problem solving, reasoning, communicating, making connections, representations, and decisions
in real life.
LEARNING AREA GENERAL DESCRIPTION:
Mathematics from K-10 is a skills subject. By itself, it is all about quantities, shapes and figures, functions, logic, and reasoning. Mathematics is also a tool of science and a language complete with its own
notations and symbols and “grammar” rules, with which concepts and ideas are effectively expressed.
The contents of mathematics include Numbers and Number Sense, Measurement, Geometry, Patterns & Algebra and Statistics and Probability.
Numbers and Number Sense as a strand include concepts of numbers, properties, operations, estimation, and their applications.
Measurement as a strand includes the use of numbers and measures to describe, understand, and compare mathematical and concrete objects. It focuses on attributes such as length, mass and weight,
capacity, time, money, and temperature, as well as applications involving perimeter, area, surface area, volume, and angle measure.
Geometry as a strand includes properties of two- and three-dimensional figures and their relationships, spatial visualization, reasoning, and geometric modelling and proofs.
Patterns and Algebra as a strand studies patterns, relationships, and changes among shapes and quantities. It includes the use of algebraic notations and symbols, equations, and most importantly,
functions, to represent and analyze relationships.
Statistics and Probability as a strand is all about developing skills in collecting and organizing data using charts, tables, and graphs; understanding, analyzing and interpreting data; dealing with uncertainty;
and making predictions about outcomes.
The K to 10 Mathematics Curriculum provides a solid foundation for Mathematics at Grades 11 to 12. More importantly, it provides necessary concepts and life skills needed by Filipino learners as they
proceed to the next stage in their life as learners and as citizens of the Philippines.
LEARNING AREA REFERENCES:
Teacher’s References:
Exploring Mathematics 8, Global Mathematics 8

Learners’ References:
Exploring Mathematics 8, Global Mathematics 8
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 COLLEGE OF SUBIC MONTESSORI, SUBIC BAY
Week TOPICS INTENDED LEARNING OUTCOME (ILO) TEACHING - LEARNING ACTIVITIES TIME ASSESSMENT METHODS REFERENCES AND
/Inclusiv ALLOT AND TASKS /CRITERIA TEACHING DEVICES
e Dates MENT
I. First Quarter
1  Factoring  Determine the GCF of two or more  The facilitator will ask two volunteer 4 hours  Problem solving  Exploring
a) Polynomials monomials students. regarding Mathematics 8
b) Difference of  Factors completely different types  The facilitator will ask. ”What are the factorization of Pages 37-68
Two of polynomials (polynomials with things that both of the two students polynomials.
Squares common monomial factor, have?”
c) Sum and difference of two squares, sum  The learners will enumerate things
Difference of and difference of two cubes, that the students have in common.
Two Cubes perfect square trinomials, and  The facilitator will let the student
d) Perfect general trinomials). factors different types of polynomials
Square  Solve problems involving factors using steps.
Trinomials of polynomials.
e) Quadratic
Trinomials
2  Simplifying Rational  Identify rational expressions.  Each learner will be asked by the 4 hours  Groupings  Exploring
Expressions  Reduce rational expressions to facilitator to give any number.  The learners will be Mathematics 8
 Multiplying Rational lowest terms.  The learners will add, subtract, group into two and Pages 85-109,
Expressions  Multiply rational expressions. multiply and divide the numbers given they will solve the 115-123
 Dividing Rational  Divide rational expressions. by the other learners. rational expressions
Expressions  Add rational expressions with  The facilitator will ask the learners to using the given
 Adding and common denominator. give any letter. operations.
Subtracting Rational  Subtract rational expressions with  The facilitator will ask the learners to
Expressions with common denominator. give fraction.
common  Add rational expressions with  The learners will combine the
denominator different denominators. numbers, letters and fraction to create
 Adding and  Subtract rational expressions with rational expressions.
Subtracting Rational different denominators.
Expressions with
different
denominators
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 COLLEGE OF SUBIC MONTESSORI, SUBIC BAY
3  Simplifying Complex  Simplify complex rational  The learners will be given some 4 hours  Groupings  Exploring
Rational Expressions expressions correctly. operations regarding to fractions which Mathematics 8
 Understanding the  Understand the meaning of zero will lead them to complex rational Pages 124-160
Meaning of Zero and and negative exponents. expressions.
Negative Exponents  Simplify algebraic expressions  The learners will simplify algebraic
 Solving Equations involving integral exponents. expressions with positive exponents.
Involving Rational  Solve equations involving rational  The learners will be group into three
Expressions expressions. groups and they will answer some
 Solving Problems  Solve problems involving rational equations and problems involving
Involving Rational expressions. rational expressions.
Expressions  One representative to each group will
solve it into the board and explain.
4  Locating Points on  Plot points on the rectangular  The facilitator will ask the students to 4 hours  The teacher let the  Exploring
the Rectangular coordinate system. give any number greater than -10 at learners create a Mathematics 8
Coordinate System  Identify the quadrant where a less than 10 for x-coordinates. shape by plotting Pages 165-172,
 Finding the Slope of given point belongs.  The learners will give again any points in 196-205
a Line given:  Find the slope of a line given two number greater than -10 and less than rectangular
a) Two points points. 10 for y-coordinates. coordinate system.
b) Equation  Find the slope of a line given its  The learners will plot the points on the  The learners will
c) Graph equation. rectangular coordinate system. group by pairs.
 Find the slope of a line given its  The learners will choose their pair and
graph. they will pick a paper with
corresponding topic regarding in
finding a slope of a line.
 The pairs will create two examples of
two points, equations, and graph.
 The facilitator let the learners find the
slope of a line using their given.
5  Finding the Equation  Find the slope and y-intercept  The learners will create their own 4 hours  The students will  Exploring
of a Line Using the: given the general equation of a equation. have an oral Mathematics 8
a) Slope- line.  The learners will solve for y in their recitation in finding Pages 215-234
Intercept  Write the equation of a line in created equations. the equation of line
Form slope-intercept form given the  The learners will give any two ordered using the four
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b) Point-Slope general equation of the line. pairs. forms.
Form  Find the equation of a line given a  The learners will find the slope using  The learner will
c) Two-Point point and the slope. the two ordered pairs. group into two and
Form  Find the equation of a line in  The learners will find the equation of a will be having a
d) Intercept general form given two points. line given two points, slope and one of friendly competition
Form  Find the equation of a line in its points and general equation. for the mastery of
general form given its intercepts. the lessons.
6  Exploring Systems of  Define a system of linear equation  The learners will ask to define or give 4 hours  Oral recitation.  Exploring
Linear Equations in in two variables. the meaning of a linear equation  The learners will be Mathematics 8
Two Variables  Determine a solution to a system based from the given equation. called one by one Pages 252-265
 Solving Systems of of linear equations in two  The learners will be given an activity and they will pick
Linear Equations in variables. involving linear equations. one paper which
Two Variables by  Solve a system of linear equations  The facilitator will give an example of has linear
Graphical Method in two variables graphically. linear equations. equations.
 The learners will graph the linear  The learners will
equations in two variables. graph on the board
the linear equation
they picked.
7  Solving Systems of  Solve a system of linear equations  The facilitator will ask the learners to 4 hours  Groupings.  Exploring
Linear Equations in in two variables by elimination give two equations.  The learners will be Mathematics 8
Two Variables by method.  The learners will solve the system of given exercises for Pages 266-276
Elimination Method  Solve a system of linear equations the given equations using elimination the mastery of the
 Solving Systems of in two variables by substitution and substitution methods. lessons.
Linear Equations in method.  The learners will be grouped into two.
Two Variables by  The facilitator will give same linear
Substitution Method equations into the two groups.
 One group will solve the system of
linear equation by elimination while the
other group will solve it by substitution
method.
8  Identifying the Types  Identify the type of linear equation  The facilitator will give real-life 4 hours  Solving word  Exploring
of Systems of Linear in two variables by examining the problems regarding to linear problems involving Mathematics 8
Equations in Two coefficients of the terms. equations. linear equations in Pages 277-288
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Variables  Solve problems involving systems  The learners will be asked to analyze two variables.
 Solving Problems of linear equations in two the word problems.
Involving Systems of variables.  The learners will state the given in the
Linear Equations in problems.
Two Variables
II. Second Quarter
1  Differentiation of  Differentiate between equations  The facilitator will give an example of a 4 hours  Activities in  Global
Linear Equation and and inequalities. linear equation and linear inequality. graphing linear Mathematics 8
Linear Inequality  Illustrate linear inequalities in one  The learners will differentiate the given inequalities in one Pages 185-189
 Linear Inequalities variable. linear equation and linear inequality. variable.  Exploring
in One Variable  Graph linear inequalities in one  By the given linear inequality the  Activities in Mathematics 8
a) Graph variable. learners will come up with the graphing linear Pages 293-306
 Finding the Solution  Find the solution to linear meaning of linear inequality. inequalities in two
Linear Inequalities inequalities in two variables  The facilitator will show first how to variables.
in Two Variables graphically. graph linear inequalities in one  Word problems
 Solving Problems  Solve problems involving linear variable. involving of linear
Involving Linear inequalities in two variables.  The learners will follow the steps in inequalities in two
Inequalities in Two graphing linear inequalities. variables.
Variables  The facilitator will give word problems
involving of linear inequalities in two
variables.
 The learners will solve the problems
involving of linear inequalities in two
variables.
2  Finding the  Solve a system of linear  The learners will give any ordered 4 hours  Word problems  Exploring
Solutions to inequalities in two variables. pairs. involving systems of Mathematics 8
Systems of Linear  Solve problems involving systems  The learners will combine all the linear inequalities in Pages 308-321,
Inequalities in Two of linear inequalities in two ordered pairs together to form a two variables. 173-195
Variables variables. relation.  The learners will be
 Solving Problems  Define and illustrate a relation.  The learners will give the meaning of group into two.
Involving Systems  Define a function. relation based from the combined  One group will
of Linear  Determine when a relation is a ordered pairs. identify the domain
Inequalities in Two of a function.
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Variables function.  The learners will enumerate the  One group will
 Identifying Relation  Identify the domain and range of a domain and the range using the identify the range of
and Function function. relation form by the combined ordered a function.
 Identifying the  Describe the domain and range of pairs.
Domain and Range a function.  The facilitator will give another
of a Function  Determine if a given graph example of relation.
 Understanding represents a linear function.  From the given example the learners
Linear Functions  Determine if a given equation will determine that a function is a
represents a linear function. relation.
 Determine dependent and
independent variables.
3  Graphing Linear  Graph a linear function given its  The learners will graph the linear 4 hours  Groupings  Exploring
Functions Using equation. function in a graphing paper given its  Friendly competition Mathematics 8
a) Table of  Graph a linear function given its x equation, x and y-intercepts, and slope Pages 206-214,
Values and y-intercepts. and one of its points. 235-244
b) X and Y-  Graph a linear function given its  The learners will be given some word
Intercepts slope and one of its points. problems involving linear functions.
c) Slope and  Solve problems involving linear  The learners will be group into two
One Point functions. groups.
 Solving Problems  The groups who will graph the linear
Involving Linear function first they will get points.
Functions
4  If-Then Statement  Recognize and analyze an if-then  The facilitator will show an example of 4 hours  Statement writing  Exploring
 Hypothesis and statement. an if-then statement.  Transforming their Mathematics 8
Conclusion of If-  Identify the hypothesis and the  The learners will create their own if- statement into an if- Pages 343-350
Then Statement conclusion of an if-then statement. then statements. then statement.
 Transforming  Transform statement into an  The learners will identify the
Statement into If- equivalent if-then statement. hypothesis and the conclusion of an if-
Then Statement then statement using their own
created statements.
 The facilitator will give one statement.
 The learners will transform the given
statement into an if-then statement.
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5  Formulating  Formulate the inverse, converse,  The facilitator will post some examples 4 hours  Activities regarding  Exploring
Converse and contrapositive of an if-then of if-then statements. formulating the Mathematics 8
Statement statement.  The learners will formulate the inverse, inverse, converse,  Pages 343-350
 Formulating Inverse converse, and contrapositive of the and contrapositive
Statement posted if-then statements. of an if-then
 Formulating statement.
Contrapositive
Statement
6  Understanding  Increase awareness of the  The facilitator will give an example of 4 hours  Writing conclusions  Exploring
Reasoning importance of reasoning. inductive and deductive reasoning. or solution to the Mathematics 8
 Understanding  Use reasoning as a cognitive tool  The learners will state the difference problems using Pages 336-342,
Inductive to arrive at conclusions or between deductive and inductive deductive or 356-370
Reasoning solutions to problems. reasoning. inductive reasoning.
 Understanding  Understand and use inductive  The learners will be given some
Deductive reasoning. situational problems.
Reasoning  Know how inductive reasoning  The learners will make conclusions or
differs from deductive reasoning. solution to the problems given using
 Understand and use deductive reasoning.
reasoning.
 Know the difference between
deductive and inductive
reasoning.
7  Developing a Proof  Make conclusions and reasons  The learners will be given different 4 hours  Planning a proof  Exploring
from given statements. statements. Mathematics 8
 Plan a proof.  The learners will make conclusions Pages 371-376
and reasons from the given
 Arrange statements and reasons
statements.
in a logical sequence.  The facilitator will give statements and
reasons.
 The learners will arrange the
statements and reasons in a logical
sequence,

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8  Writing Proofs  Make conclusions from given  The learners will give their own 4 hours  The learners will  Exploring
About Segments statements about segments. statements about segments. write proof involving Mathematics 8
 Justify statements about  The learners will justify their segments. Pages 377-381
segments. statements about segments,
 Plan a logical sequence of proof.  The learners will plan a proof using the
 Write statements in a proof statements about the segments.
involving segments
9  Writing Proofs  Make statements about angles.  The learners will give their own 4 hours  The learners will  Exploring
About Angles  Plan a logical sequence of proof statements about angles.. write proof involving Mathematics 8
for angles.  The learners will justify their angles. Pages 382-386
 Justify statements in a proof about statements about angles,
angles.  The learners will plan a proof using the
statements about the angles.
10  Making Proofs  Justify relations among sets of  The learners will give their own 4 hours  The learners will  Exploring
About Theorems points. statements about theorems write proof involving Mathematics 8
 Write statements and reasons in  The learners will justify their theorems. Pages 387-392
proof. statements about theorems.
 The learners will plan a proof using the
statements about the theorems.
III. Third Quarter
1  Identifying  Identify congruent figures.  The facilitator will show different 4 hours  Oral recitation  Exploring
Congruent  Identify congruent triangles. figures.  The learners will Mathematics 8
Triangles  Mark the corresponding parts of  The learners will match the figures to match the triangle Pages 397-411
 Stating and Using pairs of triangles. its congruent figures. to its congruent
the SAS Triangle  Define congruent triangles.  The facilitator will show rumbled triangle on the
Congruence  Define included angles. triangles. board.
Postulate  Prove that congruence is an  The learners will match each triangle
equivalence relation. to its congruent triangle.
 State and use the SAS Triangle  The learners will identify the congruent
Congruence Postulate sides and angles of pairs of triangle.
 The learners will mark corresponding
congruent sides and angles of the
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 COLLEGE OF SUBIC MONTESSORI, SUBIC BAY
congruent triangles.

2  Stating and Using  Define included side.  The learners will give an example of 4 hours  The learners will be  Exploring
the ASA Triangle  State the ASA Triangle congruent triangles. having oral Mathematics 8
Congruence Congruence Postulate.  The learners will identify the parts that recitation. Pages 412-422
Postulate  Use the ASA Postulate in proving are congruent to the given congruent  Each learner will be
 Stating and Using congruence relations. triangles. given problems
the SSS Triangle  State SSS Triangle Congruence  The learners will ask to mark those involving congruent
Congruence Postulate. congruent sides and angles. triangles.
Postulate  Use the SSS Triangle Congruence  From the mark congruent sides and  The learners will
 Mastery Postulate. angles they will identify the postulate. prove the triangle
congruence using
the postulates.
3  Applying Triangle  Develop proofs of geometric  The learners will be given different 4 hours  The learners will be  Exploring
Congruence statements. right triangles to prove using the group into two. Mathematics 8
Postulate  Prove right triangle congruence postulates.  The learners will Pages 423-430,
 Exploring applying the SAS, the ASA, and  The learners will be group into two and pick one theorem to 462-472
Perpendicular Lines the SSS Postulates. they will make a real-life situation that prove.
 Exploring Theorems  Connect triangle congruence to involves triangle congruence.
on Perpendiculars real-life situations.  The facilitator will explain what
 Understand the concept of perpendicular line is.
perpendicular lines.  The learners will draw a perpendicular
 Prove and apply some theorems line on the board based from the given
on perpendiculars. meaning.
 Theorems will be posted by facilitator.
 The learners will prove the given
theorems on perpendicular lines.
4  Exploring Parallel  Define and illustrate parallel lines.  The learners will draw a parallel line 4 hours  The learners will be  Exploring
Lines  State and prove theorems about on the board. given some Mathematics 8
 Exploring Angles parallel lines using the indirect  The learners will give the meaning of illustration of Pages 473-483
Formed by method. parallel lines based from what they parallel lines that
Intersecting Lines  Define transversal. draw. intersected by
 Identify alternate interior angles  The learners will draw another line that transversal.
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formed by line cut by a intersects the parallel lines.  The learners will
transversal.  The learners will give the meaning of prove theorems that
 Prove theorems that guarantee transversal line based from the guarantee
parallelism. illustration. parallelism.
 The facilitator will mark the angles and
ask the learners, “what can you say
about the angles?”
 The learners will prove theorems that
guarantee parallelism.
5  Stating Conditions  State, prove and apply theorems  The learners will prove the given lines 4 hours  The learners will  Exploring
that Guarantee that state the conditions for lines if they are parallel using the theorems. answer more Mathematics 8
Parallelism to be parallel. activities regarding Pages 485-498
 Proving More  State, prove and apply the in proving parallel
Theorems that corollaries to these theorems. lines.
Guarantee  Prove more theorems that
Parallelism guarantee parallelism.
 Proving the  Prove and apply the converse of
Converse of the AIP theorem and the CAP
Theorems that theorem.
Guarantee
Parallelism
6  Exploring Special  Define quadrilateral.  The learners will be asked to draw 4 hours  The learners will be  Exploring
Quadrilaterals  State the properties of special quadrilaterals. given activities Mathematics 8
 Exploring quadrilateral.  The learners will define quadrilaterals involving Pages 499-517
Properties of  Define and illustrate a quadrilateral and
based from their illustrations.
Parallelograms parallelogram. parallelogram.
 The learners will draw parallelogram.
 The learners will define parallelogram
based from their illustrations.

7  Exploring More  State, prove, and apply the  The learners will identify the properties 4 hours  The learners will be  Exploring
Properties of properties of parallelograms. of parallelograms based from the given more Mathematics 8
Parallelograms  State, prove, and apply the figure given. statements Pages 510-521
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 Proving that theorems on properties of  The learners will prove some involving
Quadrilaterals are parallelogram. statements using theorems on parallelogram to
Parallelograms  Prove that a quadrilateral is a properties of parallelogram. prove using the
parallelogram.  The learners will identify the properties theorems on
of quadrilateral. properties of
 The learners will differentiate the quadrilateral.
properties of quadrilateral and
parallelograms.
IV. Fourth Quarter
1  Exploring  State and use the properties of  The facilitator and the learners will be 4 hours  The learners will be  Exploring
Inequalities for: inequality. having interactive discussions given more Mathematics 8
a) Numbers  Define inequality among  The learners will be asked to give the activities in using Pages 432-436
b) Line meaning of inequality among
segments. the properties of
Segments segments, angles and numbers.
c) Angles  Define inequality among angles. inequality.
2  Exploring the  Define exterior angle.  The learners will draw a triangle. 4 hours  The learners will be  Exploring
Exterior Angles of  Identify an exterior angle of a  The learners will give the meaning of given activities in Mathematics 8
Triangle triangle. exterior angles of a triangle based proving to apply the Pages 437-451
 Exploring Triangle  State and apply the Exterior Angle from the illustration. different theorems.
Inequalities Theorem.  The learners will be given a problem
 Deriving More  Describe inequalities in a triangle. and they will prove it using the exterior
Theorems on  State and apply theorems on angle theorem.
Triangle Inequality triangle inequalities.  The teacher will explain inequality in
 State and apply the First Minimum triangle.
Theorem.  The learners will give the meaning of
 State and apply the Triangle inequality in triangle.
Inequality Theorem.  The learners will asked to use
theorems in proving.
3  Exploring the Hinge  State and understand the proof of  The facilitator will give information 4 hours  The learners will be  Exploring
Theorem the Hinge Theorem. regarding the proof of Hinge Theorem. group into two. Mathematics 8
 Exploring the  Use the congruence of triangles  The learners will develop the proof of  The learners will Pages 452-459
Converse of the principle to develop the proof of the Hinge Theorem using the proof the Hinge
Hinge Theorem the Hinge Theorem. congruence of triangles principle. Theorem using the
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 Application of  State, prove and apply the  The learners will prove statements congruence of
Theorems Converse of the Hinge Theorem. applying the Converse of Hinge triangles principle.
 Apply the Converse of the Hinge Theorem.
Theorem.
4  Parallel Lines and  Identify relationship between lines.  The learners will be given illustrations 4 hours  The learners will be  Exploring
Perpendicular Lines  Use the properties of parallel lines of parallel lines, perpendicular lines group into two. Mathematics 8
 Parallel Lines and cut by a transversal. and transversal.  Each group will Pages 462-476
Transversals  Show that two lines are  The learners will identify the parallel prove two lines if  Global
 Proving perpendicular or parallel. lines, perpendicular lines and they are Mathematics 8
Perpendicular and  Use properties of perpendicular transversal in the illustration. perpendicular or Pages 372-387
Parallel Lines and parallel lines.  The learners will give the meaning of parallel lines.
 Prove that two lines are parallel lines, perpendicular lines and
perpendicular or parallel. transversal based from the illustration.
 The learners will state the properties
of perpendicular lines.
 The learners will prove the lines if they
are parallel or perpendicular using the
properties of the lines.
5  Postulates and  Use properties of perpendicular  The learners will be prove the two 4 hours  The learners will be  Exploring
Theorems and parallel lines. lines are perpendicular or parallel divided into two Mathematics 8
 Converse of a  Prove that two lines are using more postulates and theorems. groups. Pages 489-498
Postulate and perpendicular or parallel.  Each group will  Global
Theorems prove two lines if Mathematics 8
they are parallel or Pages 384-388
perpendicular using
the converse of
postulates and
theorems.
6  Organizing the  Organize and count the number of  The learners will determine the 4 hours  The learners will be  Exploring
Outcomes of an occurrences of an outcome in an number of outcomes and organize group into two. Mathematics 8
Experiment experiment using systematic using the tree diagram, table  Each group will Pages 583-591
a) Tree systematic listing, table and the organize and count  Global
listing, tree diagram, and table.
Diagram fundamental principle of counting. the outcome in an Mathematics 8
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b) Table  Count the number of possible experiment using  Pages 433-440
c) Systematic outcomes of an experiment using tree diagram,
Listing the Fundamental Principle of systematic listing,
 Fundamental table, and
Counting.
Counting Principle fundamental
principle of
counting.
7  Understanding  Define an experiment, outcome,  The learners will be given examples of 4 hours  The learners will  Exploring
Probability sample space, and event. an experiment, outcome, sample find for their pair. Mathematics 8
 Interpretations of  Explain the meaning of probability. space, and event.  Each pair will be Pages 592-603
Probability  Recognize the three  The learners will define an experiment, given an activity
a) Subjective interpretations of probability outcome, space sample, and event regarding
Probability (classical, empirical, and based from the given examples. probability.
b) Empirical subjective)  The facilitator will give an experiment.  Each pair will use
Probability  Find the probability of an event  The learners will ask to create an any of the three
c) Classical using the classical approach. outcome of the given experiment. interpretations of
Probability  The learners will give the meaning of probability to
the probability based from the identify the
example of the facilitator. outcomes.
 The learners will interpret the
probability using the classical,
empirical and subjective probability.
8  Solving Problems  Solve problems involving  The learners will be given word 4 hours  The learner will find  Exploring
Involving Probability probability problems involving probability. their pair. Mathematics 8
 The learners will solve the probability  Each pair will be Pages 597-599
of the given event. given more
 The learners will solve the problems activities regarding
involving probability using the three problems involving
interpretations of probability. probability.
 Each pair will use
any of the three
interpretations of
probability to solve
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 COLLEGE OF SUBIC MONTESSORI, SUBIC BAY
problems involving
probability.
COURSE REQUIREMENTS: BASES OF GRADING:

PREPARED AND SUBMITTED BY: CHECKED AND REVIEWED BY : APPROVED:

Name of Faculty Member Over Printed Name School Principal Ms. Imee Alejo
Date: Date: VICE PRESIDENT FOR ACADEMIC AFFAIRS
Date:

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