Daily Lesson Plan

School LIKA NATIONAL HIGH SCHOOL Grade level Grade 8

Teacher JONALYN E. CAPINDO Learning Area Mathematics

Teaching Date and Time FEBRUARY 21, 2024 Quarter THIRD

I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of key concepts of combination and probability.
B. Performance The learners are able to use precise counting technique and probability in formulating
Standards conclusions and making decisions.
C. Learning illustrates probabilities of mutually exclusive events and not mutually exclusive events.
Competencies (M10SP-IIIg-h-1c)
Learning Objectives:
At the end of the lesson, learners will be able to:
1. identify if each pair of events are mutually exclusive or not mutually exclusive.
2. Illustrates mutually exclusive and not mutually exclusive events; and
3. Appreciate the importance of mutually exclusive events.
II. CONTENT Mutually Exclusive Events
III. LEARNING
RESOURCES
A. References
1. Teacher's Guide
2. Learner's Module
3. Textbook Pages Mathematics 10 Quarter 3 Module 30- ADM10, pp 6-19
4. Additional Materials
from Learning
Resources (LR) Portal
B. Other Learning
Resources
IV. PROCEDURES
Preliminary activities Teachers’ Activity Learners’ Activity
a. Prayer Miss Tamonan kindly led us on prayer. Let us pray. Amen.
b. Greetings Good morning class! Good morning, Ma’am!
c. Classroom None Ma’am.
Kindly arrange your chairs and pick up the
management
d. Attendance trashes under your chairs.
Miss Secretary who is absent today?

A. Review previous What was our topic yesterday? Our topic yesterday is all about the
lesson or presenting the concept of probability.
new lesson
What is the formula for probability of an 𝑷(𝑬) = 𝒏𝒖𝒎𝒃𝒆𝒓 𝒐𝒇 𝒇𝒂𝒗𝒐𝒓𝒂𝒃𝒍𝒆
event (E)? 𝒐𝒖𝒕𝒄𝒐𝒎𝒆𝒔
𝒏𝒖𝒎𝒃𝒆𝒓 𝒐𝒇 𝒂𝒍𝒍 𝒑𝒐𝒔𝒔𝒊𝒃𝒍𝒆
𝒐𝒖𝒕𝒄𝒐𝒎𝒆𝒔
P(E) = 𝒏(𝑬)
𝒏(𝑺)
The probability of an event must be a
number from 0 to 1. That is,
 𝟎 ≤ 𝑷(𝑬) ≤ 𝟏.
The union of events A and B, denoted by A
∪ B, is the set of all outcomes
for either A or B.
The intersection of events A and B,
denoted by A ∩ B, is the set of all
outcomes shared by A and B.

Very good.
B. Establishing a Please read our objectives At the end of the lesson, learners will be
purpose for the lesson able to:
1. identify if each pair of events are
mutually exclusive or not
mutually exclusive.
2. Illustrates mutually exclusive
and not mutually exclusive
events; and
Appreciate the importance of mutually
exclusive events.
C. Presenting examples/ Example 1. In tossing a coin once, the events of getting a head and getting a tail
instances of the new are mutually exclusive events because they cannot appear at the same time. If A is
lesson the event of getting a head and B is the event of getting a tail, then, 𝑨 ∩ 𝑩 = { } or
𝑛(𝑨 ∩ 𝑩) = 𝟎. That is, there is no common element in events A and B.

Example 2. In rolling a six-sided die once, the events ‘a 2 turning up’ and ‘an even
number turning up’ are not mutually exclusive events. If A is the event of ‘a 2
turning up’ and B is the event of ‘an even number turning up’, then, A = {2} and
B = {2, 4, 6}. Observe that the number 2 is common to both events A and B,
therefore, 𝑨 ∩ 𝑩 = {𝟐} 𝑜𝑟 𝑛(𝑨 ∩ 𝑩) = 𝟏.
D. Discussing new From the situation presented in the What’s New, the die must show a 5 or a
concepts and practicing 6 so that Daryll will play first. Let us find 𝑷(𝑬) where 𝑬 is the event that “the die
new skills #1 shows either 5 or 6”.
Since the die has 6 faces numbered 1 – 6, then, 𝑛(𝑆) = 6.
If we let A be the event that the die shows a 5, then, 𝑃(𝐴) = 1/6, and if we let B be the
event that the die shows a 6, then, 𝑃(𝐵) = 1/6.
𝑃(𝐸) = 𝑃(𝑠ℎ𝑜𝑤𝑠 𝑎 5 𝑜𝑟 𝑎 6) = 𝑷(𝑨 ∪ 𝑩) = 𝑃(𝐴) + 𝑃(𝐵) = 1
/6 + 1/6 = 2/6 = 1/3
Therefore, the probability that Daryll will play first is 1/3.

E. Discussing new Example 6. A die is rolled once. What is the probability of an even number or a
concepts and practicing factor of 6 turning up?
new skills #2 Solution: A die has six faces numbered 1 – 6, so, 𝑛(𝑆) = 6.
Let: A = { even number} and B = {factor of 6}
A = {2, 4, 6 } B = {1, 2, 3, 6 }
𝑛(𝐴) = 3 𝑛(𝐵) = 4
𝐴 ∩ 𝐵 = {2, 6} 𝑛(𝐴 ∩ 𝐵) = 2
𝑃(𝐴 ∪ 𝐵) = 𝑃(𝐴) + 𝑃(𝐵) − 𝑃(𝐴 ∩ 𝐵)
𝑃(𝐴 ∪ 𝐵) = 3/6 + 4/6 – 2/6
𝑃(𝐴 ∪ 𝐵) = 5/6
∴The probability of getting an even number or a factor of 6 is 5/6 .

F. Developing mastery Board works!

( leads to formative 1.A bag contains 4 blue marbles, 8 green Solution: A ball cannot be both red and
assessment) marbles and 6 red marbles. green, so these are mutually exclusive
Carlo draws one ball at random. What is events.
the probability that the marble is either
𝑃(red or green) = 𝑃(red) + 𝑃(green)
red or green?
𝑃(red or green) = 6/18 + 8/18
𝑃(red or green) = 14/18 or 7/9
∴The probability that the drawn marble is
either red or green is 7/9 .
 Solution: Let: 𝑛(𝑆) = 30
2.Each of the numbers 1 – 30 is written on
A = {even number} = {2, 4, 6, 8, 10, 12, 14,
a slip of paper, rolled and put
16, 18, 20, 22, 24, 26, 28, 30}; 𝑛(𝐴) = 15
in a box and mixed thoroughly. One
number is picked up at random. Find the B = {multiple of 5} = {5, 10, 15, 20, 25, 30 };
probability that the picked number is even 𝑛(𝐵) = 6
or a multiple of 5? 𝐴 ∩ 𝐵 = {10, 20, 30}; 𝑛(𝐴 ∩ 𝐵) = 3
𝑃(𝐴 ∪ 𝐵) = 𝑃(𝐴) + 𝑃(𝐵) − 𝑃(𝐴 ∩ 𝐵)
𝑃(𝐴 ∪ 𝐵) = 15/30 + 6/30 – 3/30
𝑃(𝐴 ∪ 𝐵) = 18/30 or 3/5
∴The probability that the number picked is
even or multiple of 5 is 3/5.
Very good.
G. Finding practical How does the concept of mutual exclusive The answer may vary.
applications of concepts events help in forming conclusions and in
and skills in daily living making decisions?

Very good.
H. Making Probability of Mutually Exclusive Events
generalizations and If two events, A and B, are mutually
abstractions about the exclusive, then the probability that
lesson either A or B occurs is the sum of their
probabilities.
𝑷(𝑨 𝐨𝐫 𝑩) = 𝑷(𝑨 ∪ 𝑩) = 𝑷(𝑨) + 𝑷(𝑩)
In symbols, we have?

Probability of Not Mutually Exclusive

Events or Inclusive Events
For any two events A and B of the same
experiment which are not
mutually exclusive events, the probability 𝑷(𝑨 𝒐𝒓 𝑩) = 𝑷(𝑨) + 𝑷(𝑩) − 𝑷(𝑨 𝒂𝒏𝒅 𝑩)
of the union of A and B is? 𝑷(𝑨 ∪ 𝑩) = 𝑷(𝑨) + 𝑷(𝑩) − 𝑷(𝑨 ∩ 𝑩)

I. Evaluating Learning Identify if each pair of events are mutually

exclusive (ME) or not mutually
exclusive (I). Write your answer on the
blank before each number.
_____ 1) drawing ‘a jack’ and ‘a club’ from 1. I
a standard deck of cards 2. ME
_____ 2) drawing ‘a 7’ and ‘a 4’ from a 3. ME
standard deck of cards 4. ME
_____ 3) picking ‘a blue ball’ and ‘a red 5. I
ball’ in a basket
_____ 4) electing ‘the president’ and ‘the
secretary’ of the class
____ 5) getting ‘an even number’ and ‘a
factor of 4’ in rolling a fair die once
J. Additional Activities
or Remediation
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’
progress. What work? What else needs to be done to help the students learn? Identify what
help your instructional supervisors can provide for you so when you meet them, you can ask
them relevant questions.
A. No. Of learners who
earned 80% of the
evaluation
B. No. Of learners who
 require additional
activities for
remediation who
scored below 80%
C. Did the remedial
lesson work? No. Of
learners who have
caught up with the
lesson
D. No. Of learners who
continue to require
remediation
E. Which of my teaching
strategies worked
well? Why did these
work?
F. What difficulties did I
encounter which my
principal or supervisor
Can help me solve?
G. What innovation or
localized materials did
I use / discover which
I wish to share with
other teachers

Prepared by: Checked by:

JONALYN E. CAPINDO DENELYN P. PANIZALES
Student Teacher Cooperating Teacher