This is the Grade 8 Mathematics Self-Learning Module for Quarter 4, Module 6: Illustrating an Experiment, Outcome, Sample Space and Event. It is an Alternative Delivery Mode (ADM) module from the Department of Education CARAGA Region, written for learners studying at home with help from a parent or teacher. After working through it, learners should be able to tell an experiment from its outcomes, write a sample space, and pick out events, the basic language of probability.
What learners will learn
The module has one lesson, Lesson 1: Illustrating an Experiment, Outcome, Sample Space and Event. After going through it, learners are expected to:
- define an experiment, outcome, sample space and event;
- illustrate an experiment, outcome, sample space and event; and
- relate the importance of an experiment, outcome, sample space and event in real-life situations.
Key terms explained
The module defines five terms that learners use throughout probability.
- Experiment: an activity involving chance that can have different results. It can be repeated over and over and has well-defined results. Examples: flipping a coin, rolling a die, picking a card from a deck without looking, spinning a spinner.
- Outcome: a result of an experiment. When you flip a coin, head and tail are the possible outcomes.
- Sample space (S): the set of all possible outcomes of an experiment. For one coin flip, S = {Head, Tail}.
- Sample point: one individual outcome in the sample space.
- Event (E): a set of some of the outcomes of an experiment, so it is a subset of the sample space. It does not have to be the actual result of the experiment.
Examples from the module
| Experiment | Sample space (S) | Example of an event (E) |
|---|---|---|
| Rolling a die once | {1, 2, 3, 4, 5, 6} | An even number: {2, 4, 6} |
| Drawing one card from cards numbered 5, 8, 9, 2, 7 | {5, 8, 9, 2, 7} | A prime number: {2, 5, 7} |
| Spinning a spinner with red, blue, green and yellow | {r, b, g, y} | Lands on a color that is not yellow |
| Selecting a driver aged 18 to 25 | {18, 19, 20, 21, 22, 23, 24, 25} | A driver who is not a teenager |
Listing outcomes with a tree diagram
In the activity “It’s Ice Cream Time!”, learners combine two cones, sugar (S) or waffle (W), with three flavors: mango (M), chocolate (C) or vanilla (V). A tree diagram shows every combination. The sample space is S = {SM, SC, SV, WM, WC, WV}, so there are 6 possible choices. One event is “sugar cone with mango ice cream”.
The module also shows that flipping a coin twice gives the sample space {(H, H), (H, T), (T, H), (T, T)}. The tests ask learners to count outcomes for bigger experiments, such as rolling two dice (36 outcomes) or tossing three coins (8 outcomes).
Why it matters in real life
The activity “In or Out?” asks learners to use a week of weather records and a forecast of a 65% chance of rain to decide whether a family picnic should be held outdoors. A post-test item on buying an expensive lottery ticket makes the same point: understanding outcomes and chance helps people make sensible decisions.
Parts of the module
- What I Know: a 15-item multiple-choice pre-assessment.
- What’s In: “Count On”, counting cards in a standard deck of 52 playing cards.
- What’s New: “Classify!”, sorting terms into experiments and outcomes.
- What is It: definitions and the worked examples above.
- What’s More: Activity 1 “Reveal Me!” (crossword of key terms), Activity 2 “It’s Ice Cream Time!” (tree diagram) and Activity 3 “In or Out?” (weather and decision making).
- What I Have Learned: identifying experiments, outcomes, sample spaces and events in short situations.
- What I Can Do: observing the weather from Monday to Sunday and illustrating the experiment, outcomes, sample space and event.
- Assessment: a 15-item multiple-choice post-assessment.
- Additional Activities: listing outcomes for events in a randomly selected three-child family.
- Answer Key for the pre-test, activities and post-test.
How to use this module
- Learners: Start with the pre-assessment to see what you already know, then work through the parts in order. Write all answers on a separate sheet of paper and do not mark the module. Check your work with the answer key honestly, and finish with the post-assessment.
- Parents and facilitators: Help your child gather simple materials such as a coin, a die or a deck of cards to try the experiments. Encourage them to ask their teacher when a task is unclear.
- Teachers: The pre-test and post-test show how much learners gained. The open-ended questions in Activity 3 and What I Can Do have varied answers, so check them for sound reasoning rather than a single correct answer.
Frequently asked questions
What grade and quarter is this module for?
It is for Grade 8 Mathematics, Quarter 4, Module 6. It contains one lesson on illustrating an experiment, outcome, sample space and event.
What is the difference between a sample space and an event?
The sample space is the set of all possible outcomes of an experiment, such as {1, 2, 3, 4, 5, 6} for rolling a die once. An event is only some of those outcomes, such as rolling an even number, {2, 4, 6}.
Does the module have an answer key?
Yes. The answer key covers the pre-assessment, the activities, What I Have Learned and the post-assessment. Answers for open-ended questions vary from learner to learner.
What is a sample point?
A sample point is one individual outcome in the sample space. For example, getting a 5 when rolling a die is one sample point.
Where should learners write their answers?
The module asks learners to use a separate sheet of paper for all exercises and tests and not to put marks on the module.
Full text of the module
The text below is a transcription of the PDF above, as printed.
Mathematics – Quarter 4 – Module 6: Illustrating an Experiment, Outcome, Sample Space and Event
8
[illustration: students studying indoors and outdoors, with a globe and a lamp]
CO_Q4_Mathematics 8_ Module 6
Mathematics – Grade 8 Alternative Delivery Mode Quarter 4 – Module 6: Illustrating an Experiment, Outcome, Sample Space and Event First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them.
Published by the Department of Education Secretary: Leonor Magtolis Briones Undersecretary: Diosdado M. San Antonio
Printed in the Philippines by ________________________
Department of Education – CARAGA Region
Office Address: Learning Resource Management Section (LRMS) J.P. Rosales Avenue, Butuan City, Philippines 8600 Telefax Nos.: (085) 342-8207 / (085) 342-5969 E-mail Address: caraga@deped.gov.ph
Development Team of the Module
Writers: Alsie Mae M. Perolino and Reechen Mae A. Piamonte
Editor: Victorino S. Nimes
Reviewers: Rhea J. Yparraguirre, Florangel S. Arcadio, Ervie E. Vicio, Janeth C. Dela Costa, Floribelle C. Minguita, and Donna Michelle I. Casio
Illustrator: Alsie Mae M. Perolino and Reechen Mae A. Piamonte
Layout Artist: May Dagpin Olavides
Management Team: Francis Cesar B. Bringas, Isidro M. Biol, Jr., Maripaz F. Magno, Josephine Chonie M. Obseñares, Josita B. Carmen, Celsa A. Casa, Regina Euann A. Puerto, Bryan L. Arreo, Elnie Anthony P. Barcenas, Leopardo P. Cortes, Jr., Claire Ann P. Gonzaga, Lucky S. Carpio
9
Mathematics
Quarter 4 – Module 6: Illustrating an Experiment, Outcome, Sample Space and Event
[transcriber’s note: the large number on this cover page reads 9 as printed, although the other cover pages in this module show 8]
Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners, can continue your studies and learn while at home. Activities, questions, directions, exercises, and discussions are carefully stated for you to understand each lesson.
Each SLM is composed of different parts. Each part shall guide you step-by-step as you discover and understand the lesson prepared for you.
Pre-tests are provided to measure your prior knowledge on lessons in each SLM. This will tell you if you need to proceed on completing this module or if you need to ask your facilitator or your teacher’s assistance for better understanding of the lesson. At the end of each module, you need to answer the post-test to self-check your learning. Answer keys are provided for each activity and test. We trust that you will be honest in using these.
In addition to the material in the main text, Notes to the Teacher are also provided to our facilitators and parents for strategies and reminders on how they can best help you on your home-based learning.
Please use this module with care. Do not put unnecessary marks on any part of this SLM. Use a separate sheet of paper in answering the exercises and tests. And read the instructions carefully before performing each task.
If you have any questions in using this SLM or any difficulty in answering the tasks in this module, do not hesitate to consult your teacher or facilitator.
Thank you.
What I Need to Know
This module was designed and written with you in mind. It is here to help you master the skills in illustrating an experiment, outcome, sample space and event. You are provided with varied activities to process the knowledge and skills learned and to deepen and transfer your understanding of the lesson. The scope of this module enables you to use it in many different learning situations. The lesson is arranged to follow the standard sequence of the course. But the order in which you read them can be changed to correspond with the textbook you are now using.
This module contains:
Lesson 1- Illustrating an Experiment, Outcome, Sample Space and Event
After going through this module, you are expected to:
- define an experiment, outcome, sample space and event;
- illustrate an experiment, outcome, sample space and event; and
- relate the importance of an experiment, outcome, sample space and event in real-life situation.
.
What I Know
PRE-ASSESSMENT
Directions: Answer each of the following items. Encircle the letter of the correct answer.
How many faces does a cube have?
a. 3
b. 4
c. 5
d. 6Which is referred to as an activity involving chance that can have different results?
a. Event
b. Experiment
c. Sample Point
d. Sample SpaceHow many possible outcomes are there when you spin the spinner shown at the right?
[illustration: spinner divided into four equal sections labeled Blue, Orange, Yellow and Red, with a pointer near Red]
a. 1
b. 2
c. 3
d. 4What do you call the set of all possible outcomes of an experiment?
a. Event
b. Experiment
c. Sample Point
d. Sample SpaceHow many aces are there in a standard deck of 52 playing cards?
a. 4
b. 6
c. 10
d. 13Which is referred to as the results of an experiment?
a. Events
b. Outcomes
c. Sample Points
d. Sample SpacesIn the word EXPERIMENT, how many vowel letter/s is/are there?
a. 1
b. 2
c. 3
d. 4Which is referred to as the set of some outcomes of an experiment?
a. Event
b. Outcomes
c. Sample Point
d. Sample SpaceSuppose you toss a coin once, how many possible outcomes are there?
a. 1
b. 2
c. 3
d. 4Ana flipped a coin once. Which set contains the possible outcomes?
a. $S = {H, T}$
b. $S = {(H, H), (T, T)}$
c. $S = {(H, H), (H, T), (T, H)}$
d. $S = {(H, H), (H, T), (T, H), (T, T)}$Which of the following is NOT an experiment?
a. rolling a die twice
b. drawing a card from a deck of cards
c. a queen of hearts
d. flipping a coin thriceWhich is the sample space when you roll a die once?
a. $S = {4}$
b. $S = {2, 4, 6}$
c. $S = {1, 2, 3, 5, 6}$
d. $S = {1, 2, 3, 4, 5, 6}$If you roll two dice once, how many possible outcomes are there?
a. 8
b. 16
c. 26
d. 36Arlene got coins from her pocket which accidentally rolled on the floor. If there were 4 possible outcomes, how many coins fell on the floor?
a. 1
b. 2
c. 3
d. 4Which of the following statements is true?
a. Rolling a die once has 7 possible outcomes.
b. Tossing two fair coins once has 6 possible outcomes.
c. In a True or False test, there are four possible answers.
d. In a standard deck of 52 playing cards, there is one Jack of spade.
Lesson 1 – Illustrating an Experiment, Outcome, Sample Space and Event
What’s In
Begin this module by answering some questions which may help you understand the lessons on illustrating an experiment, outcome, sample space and event.
Activity: Count On
Directions: Use Figure 1 below in completing the table. Write your answer on a separate sheet of paper.
Teacher Jose decided to buy a standard deck of (52) playing cards that he will use in discussing one of his topics in Mathematics. Help teacher Jose in identifying the number of the following cards by completing the table below.
| Card Name | Number of Cards |
|---|---|
| 1. Jack | |
| 2. Club | |
| 3. Ace | |
| 4. King of clubs | |
| 5. 8 of spades | |
| 6. 6 of diamonds | |
| 7. Queen of hearts | |
| 8. Spade | |
| 9. 2 of hearts | |
| 10. 3 of diamonds |
[illustration: Figure 1, a standard deck of 52 playing cards arranged in four rows by suit]
Figure 1.
Questions:
- Did you find difficulty in answering the activity above?
- Were you able to help Teacher Jose identify the number of specified cards?
- How did you find the answers?
What’s New
Activity: Classify!
Directions: Group the following terms that are inside the box as Experiment or Outcome. Write your answer in a separate sheet of paper.
Terms in the box (left column, then right column):
- head
- flipping a coin
- rolling a die
- tail
- a number 3
- color red
- spinning a spinner
- drawing a card from a deck of 52 cards
- a queen of hearts
- guessing the number of marbles in a jar
| Experiment | Outcome |
|---|---|
Questions:
- Were you able to classify the given terms?
- How did you classify them?
What is It
Your goal in this section is to learn and understand how to illustrate an experiment, outcome, sample space and event which would help you in your daily life in making decisions.
Definitions of Terms
Experiment is an activity involving chance that can have different results. It is a process that, when performed, results in exactly one of many observations. Activities such as tossing or flipping a coin, rolling a die, or picking a card from a standard deck of cards without looking which could be repeated over and over again and which have well-defined results.
Outcomes are the results of experiments. If you are flipping a coin, head and tail are the possible outcomes.
In the previous activity, you classified the given term/s as experiment or outcome. For instance, spinning a spinner is an example of experiment where you can have a possible outcome that the spinner point lands on color red.
Sample Space is the set of all possible outcomes of an experiment and is denoted by S. If you are flipping a coin once, head and tail are the possible outcomes. The sample space is S = {Head, Tail}
Sample Point is an individual outcome in the sample space. It is one of the possible outcomes.
Event is a set of some elements or outcomes of an experiment. It is a subset of a sample space. It is not necessary to be the actual outcome of the experiment.
Here are some illustrative examples:
| Situation | Experiment | Possible Outcomes | Sample Space (S) | Event (E) |
|---|---|---|---|---|
| 1. You need to get a number 6 in rolling a die to win in the game of snake and ladder. | Rolling a die once | 1, 2, 3, 4, 5, 6 | {1, 2, 3, 4, 5, 6} | An even number {2, 4, 6} |
| 2. Jen and Jan are playing cards. Jan needs to draw a card numbered 5 to win the game from a well-shuffled numbered 5, 8, 9, 2, 7 cards and placed face down on the table. | Drawing a card | 5, 8, 9, 2, 7 | {5, 8, 9, 2, 7} | A prime number {2, 5, 7} |
| 3. Getting an odd number when you roll a fair die once. | Rolling a fair die once | 1, 2, 3, 4, 5, 6 | {1, 2, 3, 4, 5, 6} | An odd number |
| 4. Spinning a spinner with colors red (r), blue (b), green (g) and yellow (y), Ana hopes that it lands on red. | Spinning a spinner | r, b, g, y | {r, b, g, y} | Lands on nonyellow |
| 5. You wish to select a 23-year-old driver randomly from all drivers in the age category of 18-25. | Selecting a driver | 18, 19, 20, 21, 22, 23, 24, 25 | {18, 19, 20, 21, 22, 23, 24, 25} | Nonteenager driver |
What’s More
Activity 1. Reveal Me!
Directions: Complete the crossword puzzle. Words/terms can be written vertically or horizontally.
[illustration: crossword puzzle grid with numbered cells 1 to 5]
ACROSS 1 – an individual outcome in a sample space 3 – it is a set of some outcomes of an experiment 5 – it is the set of all possible outcomes of an experiment
DOWN 2 – activity involving chance that can have different result 4 – the result of an experiment
Activity 2. It’s Ice Cream Time!
Your parents bought ice cream with mango (M), chocolate (C), or vanilla (V) flavors and choices of a sugar cone (S) or a waffle cone (W). Everyone is free to choose to fill a cone with a particular ice cream flavor. But being the eldest among the children in the family, you volunteered to serve your siblings and your parents. As you served them, you have this question in mind “how may combinations of ice cream flavors and cones are possible?” Do the following activities and answer the questions that follow?
A. Fill in the blanks to know the possible outcomes for ice cream cones.
[chart: tree diagram; Activity 2 ice cream cone outcomes. Labels: CONE, ICE CREAM, OUTCOME. Cone S branches to ice cream M, C, V with outcomes SM, 1., 2.. Cone W branches to ice cream M, C, V with outcomes 3., WC, 4..]
| Cone | Ice Cream | Outcome |
|---|---|---|
| S | M | SM |
| S | C | 1._____ |
| S | V | 2._____ |
| W | M | 3._____ |
| W | C | WC |
| W | V | 4._____ |
B. [illegible] [illegible] ng the [illegible]
[transcriber’s note: the instruction for B is partly covered by the tree diagram image and cannot be fully read]
| Experiment | Outcomes | Sample Space | Event |
|---|---|---|---|
| 5. | 6. | 7. | 8. |
Questions:
- In choosing a cone of ice cream, how many choices are there?
- What are those choices?
- How did you find the answer?
Activity 3. In or Out?
Philippines is facing a pandemic which leads us to stay at home. Because of this problem, your parents decided to have your family picnic on Sunday afternoon just outside your house or in your lawn area to avoid physical contact with other people in your community. But for the past few days, you’ve noticed that the weather condition is not good because it often rained and on the evening news, the weather forecaster reported that there is a 65% chance that it will rain on Sunday.
The following were your observations from Monday to Saturday.
| Days | Weather Condition |
|---|---|
| Monday | rainy |
| Tuesday | sunny |
| Wednesday | sunny |
| Thursday | rainy |
| Friday | rainy |
| Saturday | rainy |
Questions:
- What were the weather conditions from Monday to Saturday?
- What is the more frequent weather condition?
- What would be the possible weather condition on Sunday based on your observations and the weather forecast?
- What will you tell your parents about your plan for a family picnic?
- Will you continue your family picnic outside the house or not? Explain.
- How important an outcome of an event is in decision making?
What I Have Learned
A. Directions: Determine whether each of the following underlined phrases illustrates an Experiment, Outcome, Sample Space or an Event. Write your answers on the space provided.
- Two teams decided to flip a coin once to determine who plays first. _______________________
- You rolled a die once and the number 2 turned up. __________________
- You were asked to select a girl at random in your class. ______________
- Lorna selects an outfit from these choices: {green shirts and black jeans, green shirt and gray jeans, blue shirts and black jeans, blue shirts and gray jeans} __________________
- There are red, green, and yellow candies inside the box of teacher Anne as a reward to her students. Jay as one of the students hopes to get a yellow candy. ____________________
B. Directions: Read and analyze the situation carefully. Write the experiment being done, the outcome, and the sample space.
- You roll a die once, and you get a 5.
[photo: a white die showing five dots]
Experiment: Outcome: Sample Space:
- Suppose you flip a coin twice, and you get a head (H) on the first toss and a tail (T) on the second toss.
[photo: two Philippine coins]
Experiment: Outcome: Sample Space:
What I Can Do
Directions: Use the situation below to answer the questions that follow.
[illustration: three drawn scenes in grayscale: a sunny field with mountains, a rainy city street with a person under an umbrella, and a cloudy sky over a village]
Situation:
You are going to observe the weather condition from Monday to Sunday if it is sunny day, rainy day, or cloudy day. After that, you are going to write your observations in a separate sheet of paper.
Questions:
- Illustrate the experiment, outcome, sample space and event.
- What are the weather conditions from Monday to Sunday?
- What is/are the day/s that is/are rainy day? sunny day? Cloudy day?
- In your observation, what is the most frequent weather condition?
- How did you arrive at your answers?
Assessment
POST-ASSESSMENT
Directions: Read the questions carefully and encircle the letter of the correct answer
In how many ways can a prime number turn up in rolling a die once?
- A. 1 B. 2 C. 3 D. 4
When you roll a die thrice, how many possible outcomes are there?
- A. 100 B. 156 C. 200 D. 216
How many possible outcomes are there in tossing three coins simultaneously?
- A. 4 B. 8 C. 12 D. 16
In playing a snake and ladder game, you hope to get a number 5 in rolling a die once to win a game. Which of the following describes the phrase “get a number 5”?
- A. Event B. Experiment C. Sample Point D. Sample Space
In a bag, there are 3 white balls, 2 brown balls and 4 gray balls. How many possible outcomes when one ball is chosen randomly from the bag?
- A. 3 B. 5 C. 7 D. 9
The set of possible outcomes of getting composite number from the counting numbers 5 to 10 is S = {6, 8, 9, 10}. Which of the following terms describes this set of outcomes?
- A. Event B. Experiment C. Sample Point D. Sample Space
How many possible outcomes are there for the experiment choosing a rock, or a paper, or a pair of scissors at random?
- A. 3 B. 4 C. 5 D. 6
When a card is drawn from the standard deck of 52 playing cards, how many possible outcomes of getting a numbered card?
- A. 9 B. 18 C. 27 D. 36
From the counting numbers 1 to 30, in how many ways can you choose a number which is a multiple of three?
- A. 5 B. 10 C. 12 D. 15
Suppose you spin the spinner shown at the right. Which of the following is the sample space?
[illustration: spinner divided into sectors labeled R, O, Y, G, B, I, V, P]
- A. S = {R, O, Y, G} C. S = {R, O, Y, G, B, I}
- B. S = {R, O, Y, G, B} D. S = {R, O, Y, G, B, I, V, P}
- Which of the following is the sample space when you flip a coin and roll a die once simultaneously?
- A. S = {H1, H2, H3, H4}
- B. S = {H, T, 1, 2, 3, 4, 5, 6}
- C. S = {H1, H2, H3, T1, T2, T3}
- D. S = {H1, H2, H3, H4, H5, H6, T1, T2, T3, T4, T5, T6}
- Which of the following is an event in rolling a die once?
- A. E1 = {1, 4, 7}. C. E3 = {0, 2, 4, 6}
- B. E2 = {2, 3, 5}. D. E4 = {1, 4, 9, 16}
- A box contains 2 red and 3 blue marbles. Which of the following is the sample space when you randomly draw a marble?
- A. S = {r, b} B. S = {r1, r2} C. S = {b1, b2, b3} D. S = {r1, r2, b1, b2, b3}
- Which of the following statement is FALSE about the sample space of the specified experiment?
- A. Rolling a die once: S = {1, 2, 3, 4, 5, 6}
- B. Answering a True or False item: S = {True, False}
- C. Tossing two fair coins once: S = {HH, HT, TH, TT}
- D. Drawing a Jack from a standard deck of playing cards: S = {Jack of spades, Jack of clubs, Jack of hearts, Jack of diamonds}
- Your cousin wanted to buy a lottery ticket worth one thousand pesos because he wants to try his luck and according to his horoscope that he is so lucky that day. But for you, it is very expensive. Will you support your cousin in buying a lottery ticket?
- A. No, because I do not like it.
- B. Yes, because that is what he wants.
- C. Yes, because according to his horoscope he is so lucky that day.
- D. No, because the chance of winning is very low, and he will be wasting his money and time.
Additional Activities
The following activity will help you more in enriching your knowledge about illustrating an experiment, outcome, sample space and event.
Directions: Identify the outcomes that comprise each of the following events in the experiment of selecting a three-child family at random.
[chart: flowchart with three boxes linked by arrows; Events, Possible Outcomes, Sample Space]
Events a. At least one child is a girl b. Exactly two of the children are girls c. The first born is a girl
Possible Outcomes a. b. c.
Sample Space a. b. c.
Answer Key
What I Know
- D
- B
- D
- D
- A
- B
- B
- A
- B
- A
- C
- D
- D
- B
- D
What’s In
- 4
- 13
- 4
- 1
- 1
- 1
- 1
- 13
- 1
- 1
What’s New
| Experiment | Outcome |
|---|---|
| Flipping a coin | Head |
| Rolling a die | Tail |
| Spinning a spinner | A number 3 |
| Drawing a card from a deck of 52 cards | Color red |
| Guessing the no. of marbles in a jar | A queen of hearts |
What’s More
Activity 1
- Sample point
- Experiment
- Event
- Outcome
- Sample space
Activity 2
- Experiment: Choosing an ice cream cone
- Outcome: SM, SC, SV, WM, WC, WV
- Sample space: S = {SM, SC, SV, WM, WC, WV}
- Event: sugar cone with mango ice cream
[chart: tree diagram; Activity 2]
| CONE | ICE CREAM | OUTCOME |
|---|---|---|
| S | M, C, V | SM, SC, SV |
| W | M, C, V | WM, WC, WV |
[transcriber’s note: the lines connecting the labels in the diagram are not represented in this table]
Questions:
- 6
- SM, SC, SV, WM, WC, WV
- Students may have varied answers
Activity 3
- rainy, sunny, sunny, rainy, rainy, rainy
- rainy
- rainy
- students may have varied answers
- No. students may have varied
explanation - Students may have varied answers
What I Have Learned
- Experiment
- Outcome
- Experiment
- Sample Space
- Event
- Experiment: rolling a die once
Outcome: 5
Sample Space: S = {1, 2, 3, 4, 5, 6} - Experiment: flipping a coin twice
Outcome: H, T
Sample Space: S = {(H, H), (H, T), (T, H), (T, T)}
Assessment
- C
- D
- B
- A
- D
- A
- A
- D
- B
- D
- D
- B
- D
- D
- D
References
Abuzo, E. P., Bryant, M. L., Cabrella, J. B., Caldez, B. P., Callanta, M. M., Castro, A. I., Halabaso, A. R., Javier, S. P., Nocom, R. T., & Ternida, C. S. (2013). Grade 8 Mathematics Learner’s Module. Philippines: Book Media Press, Inc. and Printwell, Inc.
Bailey, R., Day, R., Frey, P., Howard, A. C., Hutchens, D. T., McClain, K., Moore-Harris, B., Ott, J. M., Pelfrey, R., Price, J., Vielhaber, K., & Willard, T. (2005). Mathematics Applications and Concepts Course 1. USA. McGraw-Hill Companies, Inc.
Links
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Probabilityformula.org. 2019.Sample space examples. [online] Available at: <https://probabilityformula.org/sample-space-examples.html> [Accessed 31 July 2020].
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