SCHOOL: Malinao National High School GRADE LEVEL: Grade 10

GRADES 1 TO 12
DAILY LESSON LOG TEACHER: Abelardo C. Arienda Jr. LEARNING AREA: Mathematics
TEACHING DATES & 7:30-8:30, 9:45-10:45 QUARTER: Fourth Quarter
TIME: 10:45-11:45 , 2:00-3:00
A. Content The learner demonstrates understanding of key concepts of combinatorics and probability.

I. Objective over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons exercises and remedial activities
OBJECTIVES maybe done for developing content knowledge and competencies. These are using Formatives Assessment Strategies. Valuing objectives support the learning of content and competencies and enable
children to find significance and joy in learning the lesson. Weekly objectives shall be derived from the curriculum guide.
Standards:
B. Performance The learner is able to use precise counting technique and probability in formulating conclusions and making decisions.
Standards:
C. Learning The learners are able to solve problems involving probability of independent events.
Competencies/
Objectives:
Write the LC M10SP-IIIg-h-1
code for each
At the end of the period,
at least 75% of the
students will to:
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content in a week or two.
II. CONTENT

III. LEARNING List the materials to be used in different days. Varied resources of materials sustain children’s interest in the lesson an in learning. Ensure that there is a mix of concrete and manipulative materials as
RESOURCES well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s pp. 248 to 258
Guide Pages
2. Learner’s pp. 328 to 340
Materials
Pages
3. Additional
Materials from
Learning
resources(LR)Po
rtal
B. Other Google.com
Learning
Resources Next Century Mathematics
These steps should be done across the week. Spread out the activities appropriately so that the students will learn well. Always be guided by demonstration of learning by the students which you can
IV infer from formative assessment activities. Sustain learning systematically by providing the students with multiple ways to learn new things, practice their learning, question their learning processes and
draw conclusion about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
PROCEDURES
A. Reviewing
 Previous Relay Game/Kahoot
Lesson or Mechanics:
Presenting 1. In this game the students will be grouped into 4. They will form a line and the person at the last of each line will have to answer on the chalk board. They don’t
New Lesson have to change positions after each question.
(5 minutes)
2. The students will give what is being asked in each statement. And shouting of the answer is prohibited.
3. The questions are placed in a box and each statement is going to be chosen at random from the box.
4. The questions are all about probability (terms, formulas, etc.).
5. The group with the most points wins. And enjoying the game or activity is a must.
6.
GAME PROPER
Direction: Give what is asked in each statement. Work as a group collectively.
1. It is considered as the “Mathematics of Chance”.
2. It is the set of all possible outcomes in a probability experiment.
3. It is an outcome or combination of outcomes from an experiment.
4. Give one property of a probability.
5. These are events if A and B are the events, the occurrence of event A will not affect the occurrence of event B

B. Establishing a Let’s shoot this problem.

Purpose for the Stephen Curry a renowned basketball player in the NBA is having a shooting practice before a game inside Oracle Arena. He is famous of his half court shots;
Lesson he attempted three shots and made only one basket. And inside the arena there are 150 people watching him shooting. Out of 150, there are 60 persons who are
(10 minutes) fans of Curry. And Curry has to select one person to give him one basketball.
1. What is the probability of Curry making only one shot?
2. What is the percentage of the Curry fans inside Oracle Arena?
3. What is the probability of Curry’s shooting percentage and selecting one of his fans after practice?

C. Presenting 1 2
Examples/Insta From the problem, Curry’s shooting percentage is and the percentage of his fans inside the arena is . The probability of Curry’s shooting percentage and selecting
3 5
nces of the
Lesson
2
one of his fans after practice is .
(5 minutes) 15

¿ P(Curr y ' s Shooting Percentage)• P(Curry Fans)

1 2
¿ •
3 5
2
¿
15

D. Discussing What type of events is presented in the given problem?

New Concepts By definition, two events are said to be independent if the occurrence of the first event does not affect the occurrence of event B
and Practicing
New Skills#1 Now, give the formula of finding the probability of independent events.
(20 minutes)
Let’s have examples.
 1. A coin is tossed and a die is rolled simultaneously. What is the probability of getting a tail and a 4 coming as the outcome?

2. A die is rolled twice. Find the probability of getting an even number and an odd number in both throws respectively.

E. Developing Group Activity

Mastery The students are grouped based on the groupings earlier.
(Leads To Formative There are 4 items to be answered. And each group is assigned one item. They will answer it in 10 minutes and must follow the procedure of problem solving.
Assessment 3)
A. Solve for the probability of each item.
(10 minutes)
1. A die D is rolled and a card is drawn from a deck of 52 cards C. Find the probability of rolling a number greater than 2 g and drawing a diamond d.
2. Find the probability of drawing a face card F from a deck of 52 cards C1 and drawing an ace A from another deck of 52 cards C2.
3. A coin C is tossed and a card is drawn from a deck of 52 cards D. Solve the probability of getting a tail T and drawing a black card b.
4. Solve for the probability of rolling an odd number O when a die D is rolled and drawing a king K when a card is drawn from a deck of 52 cards C.

V.
PROCEDURES
H. Making When do we say that two events are independent events?
Generalization
and Abstractions
about the lesson
(2 minutes)
I. Evaluating A. Solve each item carefully. Using the formula of finding the probability of independent events, solve for the probability of the following:
Learning 1. A die D is rolled and a card is drawn from a deck of 52 cards C. Find the probability of rolling a number greater than 2 G and drawing a heart H.
(8 minutes) 2. Find the probability of drawing a black card B from a deck of 52 cards C1 and drawing a red card R from another deck of 52 cards C2.

3. A coin C is tossed and a card is drawn from a deck of 52 cards D. Solve the probability of getting a head H and drawing a face card F.
4. Solve for the probability of rolling an odd number O when a die D is rolled and drawing a red card r when a card is drawn from a deck of 52 cards
5. Rolling a number greater than 5 G and rolling an odd number O when two dice are rolled.
J. Additional Assignment:
Activities for What is the meaning of dependent events? Give examples.
Application or
Remediation

VI- REMARKS
VII - 10-A 10-B 10-C 10-E
REFLECTION
A. No. of learners 40 38 40 45
who earned 70%
in the evaluation
B. No. of learners
who required 5 6 8 14
additional
activities for
remediation
C. Did the
remedial lessons
work?
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching
strategies work
well? Why did
this work?
F. What
difficulties did I
encounter which
my principal or
supervisor can
help me solve?
G. What
innovation or
localized
materials did I
used/discover
which I wish to
share with other
teachers?