School BAUNGON N.H.S.

Grade Level Grade 10

GRADES 1-12 Teacher MARIA FE M. GALARPE Learning Area Mathematics
DAILY LESSON LOG MTWThF 8:30-9:10, 9:10-9:55, 10:10-11:00, 11:00-11:45,
Teaching Date and Time 1:50-2:40, 2:40-3:30 Quarter Third
March 4-8, 2024
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons,
I. OBJECTIVES exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment Strategies. Valuing objectives support
the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content The learner demonstrates
The learner demonstrates The learner demonstrates The learner demonstrates The learner demonstrates
Standards understanding of key
understanding of key understanding of key understanding of key understanding of key
concepts of combinatorics
concepts of probability. concepts of probability. concepts of probability. concepts of probability.
and probability.
B. Performance The learner is able to use
The learner is able to The learner is able to
Standards precise technique and The learner is able to The learner is able to
formulate and solve the formulate and solve the
probability in formulating formulate and solve the formulate and solve the
probability of a given probability of a given
conclusions and in making probability of a given union. probability of a given union.
union. union.
decisions.
Learning Competency: Learning Competency: Learning Competency: Finds Learning Competency: Learning Competency: Finds
Illustrates the probability Finds the probability of (A the probability of (A U B) Finds the probability of (A the probability of (A U B)
of a union of two events U B) (M10SP-IIIg-h-1) (M10SP-IIIg-h-1) U B) (M10SP-IIIg-h-1) (M10SP-IIIg-h-1)
(M10SP-IIIg-1) Learning Objectives: Learning Objectives: Learning Objectives: Learning Objectives:
Learning Objectives: 1. Solve for the 3. Differentiate 5. Determine if the 7. Determine if the
1. Determine whether probability of Intersection from given is mutually given is mutually
the two events are simple events; Union Events; exclusive or not; exclusive or not;
mutually exclusive or not; 2. Find the 4. Find the probability 6. Find the 8. Find the probability
C. Learning 2. Draw a Venn Diagram probability of a of an Intersection probability of a of a given union;
Competencies/ illustrating not mutually given union; and and a union of given union; and and
Objectives exclusive events ; and Demonstrate appreciation events; and Demonstrate appreciation Demonstrate appreciation
3. Demonstrate of generating and Demonstrate patience of of generating and of generating and
appreciation of showing recognizing unions and its generating and recognizing recognizing unions and its recognizing unions and its
Venn Diagram of two probability. unions of events. probability. probability.
events to understand
concepts of
union and
intersection of
events.
II. CONTENT Union and Intersection of Probability Probability Probability Probability
events
III. LEARNING Learners Module, teacher’s guide, learner’s teacher’s guide, learner’s teacher’s guide, learner’s teacher’s guide, learner’s
RESOURCES Teachers Guide, Visual module, module, module, module, google
Aid, Phoenix k-12 book
A. References
 1. Teacher’s
Pages Pages Pages Pages
Guide
2. Learner’s
Pages 334-335 Pages 328 Pages 332- Pages 332- Pages 332-
Materials
3. Textbook
pages
4. Additional
Materials
from
Learning
Resource
(LR) portal
B. Other Learning
Resources
These steps should be done across the week. Spread out the activities appropriately so that pupils/students will learn well. Always be guided by
demonstration of learning by the pupils/ students which you can infer from formative assessment activities. Sustain learning systematically by
IV. PROCEDURES providing pupils/students with multiple ways to learn new things, practice the learning, question their learning processes, and draw conclusions
about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.

A. Review previous The teacher lets the Review previous lesson by The teacher lets the student Review previous lesson by Review previous lesson by
lesson or students recall previous letting the students answer Activity 3 on page letting the students letting the students answer
presenting the lesson regarding answer the exercise in 332. The students will answer, by pair the the exercise below.
new lesson intersection of sets. Activity 1 number 1 on answer the Guide questions exercise in Activity 6
Find the intersection of page 328 of the Learner’s that follow. numbers 1 and 2 on page 1. The two events A
sets. Manual. 337 of the Learner’s and B are mutually
Let U = Answer Key Manual. exclusive and P(A)
{1,2,3,4,5,6,7,8,9,10} = 0.25 and P(B) =
1. A={1,2,3,4,5} and B= Answer Key 0.5. Find P(A∪B).
{3,4,5,6} 2. A pair of dice is
2. A={1,3,6} and rolled. What is the
B={3,6,7,8,9} probability that the
3. A={2,4,6,8,10} and sum of the
B={2,3,4,5,6} numbers rolled is
either 8 or 12?
3. Tony had 5 red
socks, 3 blue socks,
and 2 white socks
in a drawer. He
pulled out 2 socks
at random from the
drawer. What is the
probability that
one sock is blue
and the other is
 red?

Answer Key
1. 0.75
2. 1/6
3. 1/6

*https://
worksheets.tutorvista.com/
mutually-exclusive-events-
worksheet.html

The teacher lets the The teacher lets the The teacher lets the The teacher lets the The teacher lets the
students realize that students realize that students realize that students realize that students realize that
recalling intersection of recognizing and identifying recognizing and identifying recognizing and identifying recognizing and identifying
two sets are important probability of simple probability of events are mutually and non- mutually and non-mutually
skills to understand more events are important skills important skills needed to mutually exclusive events exclusive events are
about union of two needed to understand the understand the concepts of are important skills important skills needed to
B. Establishing a
events. concepts of finding the finding the probability of a needed to understand the understand the concepts of
purpose for the
probability of a union. union. concepts of finding the finding the probability of a
lesson
probability of a union. union.

C. Presenting The teacher lets the The teacher lets the The teacher lets the The teacher lets the
examples/ The teacher lets the students, in pairs, do students, in pairs, do students, in pairs, do students answer the
instances of the students, in group of three Activity 1 number 2 on Activity 4 number 1-3 of Activity 7 numbers 1 on following exercises.
new lesson to draw a Venn diagram page 289 of the Learner’s page 334 of the Learner’s page 338 of the Learner’s 1. A cloth bag
Module. Module, and answer the Module. contains a mix of
from the previous activity.
guide questions that black, white and
Answer Key follows. Answer Key red balls.
20 5 Selecting one ball
Answer Key 1. a. ∨ at random, the
48 12
28 7 probability of
b. ∨ getting a black is
48 12 0.2m while the
probability of
getting a white is
0.5.
(a) Selecting one
 ball at random,
what is the
probability of
getting a red
ball..?
(b) If in total there
are 5 white
balls in the
bag, how many
black balls are
there?
(c) If there are in
total 3 red
balls in the
bag, how many
balls are there
all together?
2. A paper bag
contains 5 red
sweets, 7 green
and 8 blue. If a
sweet is selected in
random from the
bag, find the
probability that the
sweet is:
(a) Red or blue
(b) Not green
(c) Green or red
(d) Not blue

Answer Key
1. (1) 0.3
(2) 2
(3) 10
2. (a) 0.65
(b) 0.65
C 0.60
(d) 0.60

*http://
www.gcsemathstutor.c
om/pdf/ws-info-
probability/ws-ip-
 2mutex-events01-
pw.pdf
D. Discussing new The teacher discusses with The teacher discusses with Present the Venn diagram The teacher discusses the Discussion will follow after
concepts and the students the process the students the process and ask them to observe answer key and gives the presenting the examples.
practicing new of making a Venn diagram of arriving at the answer events A and B. Guide them students additional The teacher then lets the
skills #1 through questions like: of each exercise in Activity so they could tell that these exercises. Students students answer the
1. How many circles do 1. The teacher will asks two events illustrated are answers Activity 7 number questions that follow.
you need to draw? 2 students to list the sample mutually exclusive. In 2 and 3 on page 338 of the 1. A tall metal box
2. What have you notice to space for each and explain Activity 4, you may point out Learner’s Module. contains beads of
the circles? Intersect or their answer. the event, getting 5 or a many different
meet number divisible by 3 in the Answer Key colours. The
3. Why do you need to When the sample space is set {1, 2, 3, 4, 5, 6, 7, 8, 9, probability of
intersect the circles? finite, any subset of the 10, 11, 12, 13, 14, 15} as an selecting a
Because there is a sample space is an event. example of mutually particular colour is
common outcomes An event is any collection exclusive events. as follows: white
4. Where did you write the of outcomes of an 0.2, black 0.4, red
common outcome? At the experiment Any subset of If two events, A and B, are 0.3
center the sample space is an mutually exclusive, then the What is the
event. Since all events are probability that either A or probability that a
sets, they are usually B occurs is the sum of their bead taken from
written as sets probabilities. In symbols, the box will be:
( e . g . , { 1 ,2 , 3 } ) . P(A or B) = P(A) + P(B). a. Black or red?
b. Not white nor
Probability of Simple Consider the set {1, 2, 3, 4, black
Events: An event E, in 5, 6, 7, 8, 9, 10, 11, 12, 13, c. A different
general, consists of one or 14, 15}. The numbers colour to red,
more outcomes. If each of divisible by 3 in the given set black, or white
these outcomes is equally are 3, 6, 9, 12, and 15. Thus, 2. A pack of cards
likely to occur, then {3, 6, 9, 12, 15} is a subset of consists of different
the given set. Also, the numbers of white,
numbers divisible
number of by 4 in the
ways the event can occur black and red
Probability of event E=Psame E= set are 4, 8, and 12. cards. If the
number
So, {4, 8,12} is alsoofa subset
possible outcomes probability of
of the given set {1, 2, 3, 4, 5, choosing a white or
When you roll a die, you 6, 7, 8, 9, 10, 11, 12, 13, 14, red card is 0.6 and
get anyone of these 15}. Notice that both the probability of
outcomes: 1, 2, 3, 4, 5, or subsets contain a common choosing a white or
6. This is the sample element, 12. Thus, the black card is 0.7,
space, the set of all event of getting a number what is the
outcomes of an divisible by 3 or the event of probability of
experiment. Thus, we say getting a number divisible choosing each of
that an event is a subset of by 4 in the set {1, 2, 3, 4, 5, the coloured cards
the sample space. And so 6, 7, 8, 9, 10, 11, 12, 13, 14, individually?
the propability of an event 15} are not mutually
 E can also be defined as
exclusive. The Venn Answer Key
diagram below shows 1. A. 0.7
number of outcomes∈the
events A and Beventwhich are b. 0.4
E=P E= not mutually
number of outcomes∈the sampleexclusive
space c. 0.1
because A and B intersect. 2. white 0.3, black 0.4,
Note that there are red 0.3
outcomes that are common
to A and B, which is the
intersection of A and B.

E. Discussing new The teacher emphasizes The teacher lets the

concepts and that the Venn diagram student answer Activity 2:
practicing new illustrates still a union of Understanding Compound
skills #2 two events describing not Events. The students
mutually exclusive events. answer the guide question
Events that occur at the nunbers 1 to 5.
same time are called not
mutually exclusive events. Answer Key

The teacher illustrates

another example:
A bowl contains 15 chips
numbered 1 to 15. If a chip
is drawn randomly from
the bowl.
Draw the Venn diagram
that illustrates the
probability of union of two
events:
a. even or divisible by 3
b. a number divisible by
3 or divisible by 4

Answer Key:
1.
 2.

F. Developing Working in pairs, let them The teacher continues to Working in pairs, the The teacher lets the Working in pairs, the
mastery (leads try to illustrate a Venn let students answer teacher lets the students students answer Activity 8 teacher lets the students
to formative diagram with the following Activity 2: Understanding answer number 1 of Activity numbers 1 and 2 on page answer the following:
assessment problem. Compound Events number 5 found on page 336 of the 339 of the Learner’s 1. In a herd 30 cattle
1. A die is rolled , what is 6 to 10 on page 330 of the Learner’s Module. Manual. there are 8 cows
the probability of getting Learner’s Manual and coloured black, 12
an even number or a answer the Guide Answer Key Answer Key coloured white,
factor of 2? questions that follows. and 7 with no
2. A fair die is rolled . 1. How does a simple horns. Find the
What is the probability of Answer Key event differ from a probability that:
getting a number less than 6. There are 2 compound event? a. A cow is
4 and a events for Any event which consists coloured white
multiple of 2. selecting a lunch of a single outcome in the or black
with chicken sample space is called an b. A cow has
Answer Key: adobo and elementary or simple horns
1. pineapple juice. event. On the other hand, c. A cow is of a
4 1 events which consist of different
7. ∨ more than one outcome colour to white
8 2
are called compound or black
 2 1 events. A compound event Answer Key
8. ∨ consists of two or more 1. A. 0.67
8 4
2 1 simple events. b. 0.77
9. ∨ c. 0.33
8 4 2. Differentiate mutually
2 1 exclusive events from non-
10. ∨
2. 8 4 mutually exclusive events.
Mutually exclusive events
Possible answer are two or more events
1. The tree diagram having no common
shows the total elements, while the events
number of which are not mutually
outcomes. exclusive are two or more
2. The sample space events which have
is obtained by common elements.
listing all the
outcomes that
are obtained
using the tree
diagram.
3. An outcome id an
element of a
sample space.
4. The total number
of possible
outcomes can
also be found
using the
fundamental
counting
principle.

From the weather

forecast, while there is
G. Finding practical 30% chance of rain on
applications of Saturday and 70% chance
concepts and of rain on Sunday, the
skills in daily events are Not mutually
living exclusive. It is possible
that it might rain on both
Saturday and Sunday
H. Making The teacher summarizes Tree diagram is very The students should be able The teacher realizes that The teacher realizes that the
generalizations the concept of identifying helpful in listing all the to recognize problems on the use of counting use of counting techniques,
and abstractions problem/ events that is possible outcomes in a probability which involve techniques, permutations permutations and
 not mutually exclusive. sample space. This helps mutually exclusive and not and combinations are key combinations are key
He/ She emphasizes that them recall counting mutually exclusive events. concepts of finding the concepts of finding the
that when there’s a techniques using a tree They should be able to tell probability of events, probability of events,
common outcome it is not diagram. Simple and that events that cannot includes mutually includes mutually exclusive
mutually exclusive events. compound events are two occur at the same time are exclusive and non- and non-mutually exclusive.
The teacher illustrates the different events. called mutually exclusive mutually exclusive.
Venn diagram of not events.
mutually exclusive events

about the lesson

I. Evaluating The teacher lets the The teacher lets student Working in pairs, the The teacher lets students The teacher lets the
Learning students answer answer the given exercise. teacher lets the students analyse the illustration students answer the given
individually the formative answer number 2-4 of answer the questions that problem.
assessment. One of these names is to Activity 5 found on page 336 follows. 1. Scientists
Determine whether or not be drawn from a hat. of the Learner’s Module. Consider the following examining climate
the two events are Determine each example in which D classify winter as
mutually exclusive. probability. Answer Key represents students on mild, normal, hard,
1. A={4,5,6,7,8} and B = the debate team and B or severe.
{9,10,11,12,13} represents students on The probability that
2. A= {1,3,5} and {2,4,6} the basketball team: a winter will be
3. A = {a,b,c,d} and B = mild or normal is
{c,d,e,f} 0.4.
4. A= {1,2,3,4,5} and B= 1. What is the The probability that
{6,7,8,9} probability of a winter will be
5. A = {a,b,c,d} and B = drawing a 3-letter severe is 0.1.
{c,d,e,f} name? a. What is the
6. rolling a die and tossing 2. What is the probability of
a coin probability of 1. Are the sets having a hard
7. selecting an even drawing a 4-letter intersecting or winter?
 number or a prime from a name? disjoint? b. If the
set of numbers 3. What is the 2. How many probability
8. getting a red or a heart probability of students are on that a winter is
from a deck of 52 cards drawing a name the debate team? mild, is three
9. selecting a female starting with T? 3. How many times the
students and a Grade 10 4. What is the students are on probability
students probability of the basketball that it is
10. when rolling a die, an drawing a name team? normal, what
event that an odd number starting with B? 4. How many is the
occurs or a number 5. What is the students are on probability
greater than 4 occurs probability of the universal set? that a winter
drawing a name 5. Write a formula will be mild or
Answer Key: ending in Y? that we could use severe?
1. mutually to determine the Answer Key
2. mutually Answer Key number of 1. A. 0.5
3. not mutually students in the 0.4
4. mutually 2 1 union of sets D
5. not mutually 1. ∨ and B.
10 5
6. mutually 4 2
7. mutually 2. ∨ Answer Key
8. not mutually 10 5 1. Intersecting
9. not mutually 0 2. 52
3. ∨0
10. not 10 3. 39
mutually 2 1 4. 98
4. ∨ 5.
10 5
3 n ( D ∪ B )=n ( D ) +n ( B )−n ( D ∩ B )
5.
10

J. Additional
activities or
remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress. What works? What else needs to be done to help the pupils/students learn? Identify what
VI. REFLECTION 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: Approved by:

MARIA FE M. GALARPE REAH B. RUITA NANETTE D. SORIANO, PhD

MATH Teacher Grade 10 Curriculum Chairperson School Principal