School: Gonzalo Gatchalian National Quarter: Third

High School
Teacher: Mark Raymond T. Domingo Date: March 13, 2024
Section and Section Day 2
Time:
Imaginative 8:00-9:00 (Wednesday)
DAILY LESSON
PLAN
Prepared by: Checked by: Checked by: Noted by: Observed by: Observed by:
Mark Raymond T. Domingo Ma. Loerna L. Dela Rosa Lucila Z. Perfiñan Marissa C. Austria Dr. Gina L. Aguitez Dr. Ma. Teresa B. Delos Santos
Mathematics 10 Teacher MT I- Filipino Math Dept. Head OIC Principal EPS- Mathematics PSDS Cluster II

SUBJECT MATHEMATICS 10

I. OBJECTIVES
A. Content Standards The learners demonstrate knowledge and understanding of union and intersection
of events, dependent and independent events, and complementary events.

B. Performance By the end of the quarter, the learners are able to calculate probabilities in relation
Standards to union and intersection of events; dependent and independent events; and
complementary events.

C. Learning Learning Competency: The learner illustrates mutually exclusive events. (M10SP-
Competencies IIIi-1)

The learner will be able to:

- Illustrates the probability of union and intersection of two events.
- Solve probability problems involving union and intersection of events,
including mutually and non-mutually exclusive events.
- Revisit, appreciate and enrich the tradition and culture of the Philippines.
II. CONTENT PROBABILITY OF MUTUALLY AND NON-MUTUALLY EXCLUSIVE
EVENTS
III.
LEARNINGRESOURCE
S
A. References
1. Teacher’s Guide (page
Teacher’s Guide
nos.)
2. Learner’s Materials
Mathematics Learner’s Module
(page nos.)
3. Textbook (page nos.) Simon L. Chua, DT, Josephine L. Sy Tan, Arvie D. Ubarro, Ma. Remedios R.
Cayetano, SPC, Renato R. Guerrero
Soaring 21st Century Mathematics 10
4. Additional Learning
Materials from Learning
Resource (LR) Portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing yesterday’s Daily Routine
lesson / Drill Greetings!
Prayer
Checking of Attendance.
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 Classroom Check.

Drill: SPIN THE ROOTS

From the 9 questions, the teacher will randomly select a student to spin 5
questions and answer it.

Perform the indicated operations.

1. the sum of one –thirds and two- thirds
2. the sum of one- sixths and four-sixths
3. the sum of two-fifths and one-fifths
4. the sum of three-tenths and five-tenths
5. the difference of seven-eighths and three- eighths
6. the difference of four-fifths and one-fifths
7. the difference of five-sevenths and two- sevenths
8. the difference of ten-thirteenths and five-thirteenths
9. the difference of three-fourths and one-fourths

Review: Define the term.

PERFECT MATCH!
The class will be divided into two groups. The first group will pick a term and the
second group will pick a meaning. Then they are going to match each other based
on the term and the definition.
- Probability - Refers to as the measure of chances.
- Event - Any subset of possible outcomes is known as an event.
- Sample Space - The set of all outcomes in an experiment.
- Outcomes - The possible results of the experiment

B. Establishing a purpose
for the lesson/ presenting Oh, anak saan ka
pupunta?
the new lesson
Sa computer
shop, may
pinaparesearch
si Sir Domingo

The teacher will show a video about the History of the Philippines.
https://www.youtube.com/watch?v=oSFqkuMvtRM

Questions:

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GGNHS Guidance Office: 02-8660-0321
 What country discovered the Philippines?
Who discovered the Philippines?
What do you think are the influences of Spain to us?

We will play PASTE A PICTURE GAME! Are you ready?

Instructions: The teacher will ask the students to select the pictures that
corresponds to the characteristic of the country and match it.

C. Presenting examples/
instances of the new
lesson

The result in pasting the pictures in the Venn Diagram.

Questions:
What are the countries can be found in the Venn diagrams?
Do they have similarity?
What represents Philippines in the Venn Diagram?
How about Spain? Japan? And America?
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Gatchalian Subdivision Office of the Principal: 02- 8641- 7158
GGNHS Guidance Office: 02-8660-0321
 Oh, anak bakit ka
bumalik?

May nakalimutan
po ako. May
assignment pa
pala kami. May

Can you help him?

Problem:

The teacher will ask the students to share / to tell something about the pictures
they have seen from the Venn Diagrams.

1. What do you think is the probability that he chooses Philippines? Spain?

Philippines or Spain? In the Picture 1?

2. What do you think is the probability that he chooses Japan? or America? Japan
or America? In the Picture 2?

Today we will discuss the Probability of Mutually and Non- Mutually Exclusive
Events.

What is Mutually and Non-Mutually Exclusive Events?

Let’s try to discover.

D. Discussing new In the Venn Diagram, let’s take the initials of the said pictures.
concepts and practicing
new skills # 1 (Leads to Picture 1: Let Set A for Philippines and Set B for Spain.
Formative Assessment #
1)

Picture 2: Let Set C for Japan and Set D for America

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GGNHS Guidance Office: 02-8660-0321
 From the listed characteristics of each country, what culture is the same from the
Philippines and Spain?
If a student is asked to describe a picture from the diagram, what’s the probability
that the picture is about Philippines or Spanish culture?
How many events do we have in each picture?
Events which consist of more than one outcome, these are called c_ _ _ _ _ _ d
events.

How many elements do we have in Picture 1?

N=8
Set n(A) = 5 Set n(B) = 4
Let set A be the Philippines and set B be Spain.

What are the elements present in set A?

n(A) = 5
How about set B?
N(B) = 4
What is the intersection of the Philippines - Spain that are in common?
P ( A ∩B )={ M ,C }
n( A ∩ B)=2

P ( A ∪ B )=P ( A ) + P ( B ) −P( A ∩ B)
5 4 2 7
P ( A ∪ B )= + − =
8 8 8 8

Therefore, 7/8 is the probability of the picture of Spain or Philippines.

These events are called Non-Mutually Exclusive that can happen at the same time.
P ( A ∪ B )=P ( A ) + P ( B ) −P( A ∩ B)

E. Discussing new Using the Picture 2, What do you think is the probability that he chooses Japan or
concepts and practicing America?
new skills #2
Let Set C for Japan and Set D for America

_____________________________________________________________________________________
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Phase 2 Aguila St. cor Loro St.,
Gatchalian Subdivision Office of the Principal: 02- 8641- 7158
GGNHS Guidance Office: 02-8660-0321
 How many elements do we have in all? N= 7
Can you describe the elements that are present in each set?
Are there elements that cannot be found inside the set?
What are the elements present in set C?
C= {R, Su, G}
n(C) = 3
How about set D?
D= { B, F}
n(D)= 2
Looking at the Picture, are there elements that are in common?
P ( A ∩B )=0
These events are called Mutually Exclusive that can happen at the same time.
From our formula a while ago, to get the Probability of Non-Mutually Exclusive
Events
P ( A ∪ B )=P ( A ) + P ( B ) −P( A ∩ B)
By substituting our given in the formula,
3 2
P ( A ∪ B )= + −P( A ∩ B)
7 7
Since in our given, we do not have elements that are in common, we can cancel
P( A ∩ B)
Because it is equal to 0.
P ( A ∪ B )=P ( A ) + P ( B )
3 2 5
P ( A ∪ B )= + =
7 7 7
Therefore, the probability that he chooses Japan or America is 5/7.
F. Developing Mastery GROUP ACTIVITY
(leads to formative Group 1
assessment 3) The learner should be able to explain the concept of a species (S8LT-IVg19)

Sally’s Adventure
Sally, who is a 14-year-old girl was curious about the animals that she see
everywhere. She asked herself, “Where do animals live?” She ran into their mini
library and searched for a right book to her questions.

And as she scans for books, she saw a book that was entitled, “Animals Home”.
She quickly grabbed it and opened it. By the time she opened the book, Sally was
shocked as the book quickly grabbed her and she suddenly entered the book.
Sally’s now inside the book. She was so excited as she saw the sea. As walked on
the shore she saw a crab and a turtle playing on the sand. She approached them
and said, “Hello crab and turtle, can I play with you?” The turtle and crab were
shocked and ran away. She then went to the water and saw the dolphin, the
shrimp, puffer fish and the squid swimming. She asked them, “Hi, can I join all of
you for a swim?” The dolphin nodded and they swam together.

The book quickly appeared and grabbed Sally quickly as she was entering another
page of the book. Before she went off, Sally waved and said goodbye to the
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GGNHS Guidance Office: 02-8660-0321
 animals in the sea.

The book delivered Sally in the grassland with a river. Sally realized that she was
now holding a cat. She was surprised, and then decided to walk carrying the cat.
As she walked, they saw a dog and a mouse quarreling. Sally immediately
intervened and held the dog. She said to the dog, “Don’t bark on the mouse as it is
too small for him.” The dog stopped and the mouse ran hurriedly and go hiding.
Sally then continued walking as she suddenly heard something splashing in the
river. She was about to go down the river when the frog jumped and stopped her.
The frog said, “Don’t go there for you will be eaten by the crocodile.” She
immediately went up for safety and said to the frog, “Thank you for warning me.”
The frog said, “You’re welcome.” As she was talking to the frog, the book
appeared again and took Sally outside the book.

“Wow! I’ve learned so much from this book! Maybe next time I will explore
another book. Thank you book for helping me out!”, Sally said and smiled.

Questions:
What is the probability that the animal met by Sally lives only in land?
What is the probability that the animal met by Sally lives only in water?
What is the probability that the animal met by Sally can both live in land and
water?

Group 2

The learner assumes the role of a character as an actor/performance, or production

staff (director, choreography, light designer, stage manager) (A10PRIVh-2)

Every fourth quarter of the school year conducts an extracurricular activity for
Grade 10 students at Gonzalo Gatchalian NHS organized by the MAPEH teachers.
The culminating activity is about a competition on performing a play as part of
their performance task. The section Imaginative plans to join the competition and
are about to assign the class for the roles needed. They will be needing fifteen
actors/performers and production staff (1 director, 1 choreographer, 2 stage
manager, 2 script writers, 5 accommodations, 10 props men).

What is the probability that your role will be an actor/performer?

What is the probability that your role will be a production staff?
What is the probability that your role will be an actor/performer or props men?

Group 3

The learners identify types of tools, equipment, and paraphernalia. (TLE-

HECK7/8UT-0a-1)

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 What is the probability of using the tools for fish processing?
What is the probability of using the equipment for fish processing?
What is probability of using the tools and equipment for fish processing?

Group 4
Nakapagsusuri ng isang sitwasyong nakaaapekto sa pagkukusa sa kilos dahil sa
kamangmangan, masidhing damdamin, takot, karahasan, gawi. (EsP10MK-IId-
6.3)

Five Loaves of Bread

She stood at the bar of justice
A frightened creature wan and wild
In form too small for a woman,
In feature too old for a child.

For a look so worn and pathetic

Was stamped on her lovely face
It seemed that years of suffering
Was something time couldn’t erase.

“Your name?” asked the judge as he eyed her.

“Is Anna Ruiz, Sir,” said the girl.
“And your age?” asked the judge again, then girl replied, “I’ve turned fifteen.”

“Well Anna, I’m sorry to say, that you have been charged today. By your town
baker who said that you stole five loaves of bread.

Do you know that stealing is bad?

And that you have displeased our God?

Do you know that you could be jailed?

And cannot be set free or bailed?”

“Your Honor, I know it was wrong, but day in and out I walked along.
Looking for work so I could earn.

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GGNHS Guidance Office: 02-8660-0321
 Even hard jobs, I’m willing to learn. But fate’s unkind, my father is dead, my
mother is sick and lying in bed, my brothers and sisters missed six meals, They
asked for food with eyes full of tears.

What could I do to save them from death?

I myself was losing my breath—

So I took the five loaves of bread, But I’ll pay with services instead.”

There was silence in the courtroom, that was suddenly filled with gloom. The
women wiped their tears away, they heaved a sigh and tried to pray.

All dug into their pockets,

And then brought out their wallets
Sounds were heard of golden coins that fall
Into boxes passed around the hall.

The baker stood up and told the judge

“Your Honor, I’m withdrawing my charge.”

A rich lady gave Anna a job

That helped her and all that she loved.

Illustrate through a Venn Diagram the values (stealing, justice, crime, love,
selflessness, breadwinner, poverty, kindness, helpfulness, empathy, forgiveness)
learned through the poetry 5 Loaves of Bread representing mutually and non-
mutually exclusive events.

Group 5
Compare and contrast the contents of the materials viewed with
outside sources of information in terms of accessibility and
effectiveness (EN10VC-IVa-15)

Watch the short film

entitled Different. Go to
the given website address
to
access the said film. Then,
answer the following activity.
Watch the short film entitled Different. Go to the given website address to access
the said film. Then, answer the following activity.

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GGNHS Guidance Office: 02-8660-0321
 https://www.youtube.com/watch?v=yu24PZIbkoY
Directions: Based on the short film that you have watched, compare and contrast
the characters. Use the Venn Diagram provided below.

Rubrics:

G. Finding practical Let students watch this short video entitled What multitasking does to your
applications of concepts brain | BBC Ideas.
and skills in daily living

https://www.youtube.com/watch?v=tMiyzuO1qMs

Processing Questions:
What is the video all about?
How can you relate the content of the video on our lesson today?
What valuable lesson did you get after watching the video?
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GGNHS Guidance Office: 02-8660-0321
H. Making What is the difference of mutually and non-mutually exclusive events?
Generalizations and Mutually Exclusive Events
abstractions about the Two events cannot occur at the same time. These events have no common
lesson elements.

Non-Mutually Exclusive Events

Two events that occur at the same time and has common elements.
I. Evaluating Learning 1. Alfred is going to the Lakeshore Animal Shelter to pick up a new pet. Today,
the shelter has 8 dogs, 7 cats, and 5 rabbits available for adoption. If Alfred
randomly picks an animal to adopt, what is the probability that the animal would
be a cat or a dog?

2. The French Club has 16 seniors, 12 juniors, 15 sophomores, and 21 freshmen as

members. What is the probability that a member chosen at random is a junior or a
senior?

3. A Day of the week is chosen at random. What is the probability of choosing a

Monday or Tuesday?

4. A group of players identified themselves as to what game/s they are going to

play. The result is presented below.

a. How many can play football and baseball and ice hockey?
b. How many can play football and baseball?
c. How many can play baseball and ice hockey?
d. How many can play football and ice hockey?
e. How many can play football only?
f. How many can play baseball only?
g. How many can play ice hockey only?
J. Additional Activities forDo advance study on Probability of Dependent and Independent Events.
application or remediation
or enrichment
(Assignment)
V. REMARKS
VI. REFLECTION
A. No. of learners who ____ out of _____ learners earned 80% and above
earned 80% on the
formative assessment
B. No. of learners who ____ out of _____ learners require additional activities for remediation
require additional activities
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GGNHS Guidance Office: 02-8660-0321
for remediation.
C. Did the remedial lesson _____ yes _____ no
work? No. of learners who
have caught up with the _____ out of ______learners caught up with the lesson
lesson.
D. No of Learners who _____ out of ______ learners need to continue remediation
continue to require
remediation.
E. Which of my teaching
strategies worked well?
Why did this work?
F. What difficulties did I ___Bullying among pupils ____Pupils’ behavior/attitude
encounter which my ____Use of IMs ___Unavailable technology Equipment (AVR/LCD)
principal or supervisor can ___ Strategies/Activities in teaching ____Techniques/Style in teaching
help me solve it? ___Approaches in teaching English ____Methods in teaching
G. What innovation or
localized materials did I
use/ discover which I wish
to share with other
teachers?

_____________________________________________________________________________________
[email protected]
Phase 2 Aguila St. cor Loro St.,
Gatchalian Subdivision Office of the Principal: 02- 8641- 7158
GGNHS Guidance Office: 02-8660-0321