GRADE 10 School BIGNAY NATIONAL HIGH SCHOOL Grade Level 10

DAILY LESSON LOG

Teacher CRISELDA C. ANDADOR Learning Area MATHEMATICS

Teaching Dates and Time MARCH 11-15,2024 Quarter THIRD

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES

1. Content Standards The learner demonstrates understanding of key concepts of combinatorics and probability

2. Performance Standards The learner is able to use precise counting technique and probability in formulating conclusions and making decisions.

3. Learning Competencies/ Objectives

Illustrates events, union and intersection of events. Illustrates the probability of a union of two events. (M10SP-IIIg-
Illustrates the probability of a union of two events. Illustrates mutually exclusive events. (M10SP-IIIi-1)

1)
(M10SP-IIIf-1) (M10SP-IIIg-1)
1.Identifies whether two events are mutually exclusive or non-
mutually exclusive events.
Solves problems involving union and intersection of events using
Finds the probability of a simple events 2. Providing dedicated time for reading helps improve students'
Venn diagram. Illustrates experiment, outcomes, sample space, event and literacy skills, including comprehension, vocabulary, and fluency.
probability of a union of two events

II. CONTENT ILLUSTRATION OF EVENTS, UNION AND INTERSECTION OF PROBABILITY OF A UNION OF TWO EVENTS PROBABILITY OF A UNION OF TWO EVENTS MUTUALLY EXCLUSIVE EVENTS
EVENTS

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide pages Math MELCs DBOW Math MELCs DBOW Math MELCs DBOW Math MELCs DBOW

p. 111 p. 111 p. 111 p. 111

2. Learner’s Materials pages MATHEMATICS LEARNER’S pages 298-335 MATHEMATICS LEARNER’S pages 301-316 MATHEMATICS LEARNER’S pages 328-335 MATHEMATICS LEARNER’S pages 328-335

3. Textbook pages

4. Additional Materials from Learning Resource (LR) portal

B. Other Learning Resources / Materials Math10_Q3_Mod29__IntroductiontoProb file:///C:/Users/Admin/AppData/Local/ file:///C:/Users/Admin/AppData/Local/ Mathematics10_Q3_Mod30_ProbabilityOfMutuallyExclusiveAnd

abilityofCompoundEvents_v1.0 docx .pdf Temp/Temp1_MATH%2010%20THIRD Temp/Temp1_MATH%2010%20THIRD
NotMutuallyExclusiveEvents_v3.pdf
%20QUARTER%20MODULE.zip/ %20QUARTER%20MODULE.zip/
Math10_Q3_Mod29__IntroductiontoPro Math10_Q3_Mod29__IntroductiontoProb
babilityofCompoundEvents_v1.0%20do abilityofCompoundEvents_v1.0%20docx
 cx%20%20.pdf %20%20.pdf

IV. PROCEDURES

A. Reviewing previous lesson or presenting the new ENGAGE: REVIEW OF THE ERMINOLOGIES ENCOUNTERED LAST ENGAGEMENT: ENGAGEMENT:

lesson Begin the lesson by asking students to recall their prior knowledge of MEETING Checking of assignments.
sets and Venn diagrams. Define the following terms: Checking of assignments.

1.Remind students of the basic elements of sets, including elements, 1. Set

Answer the following:
subsets, and universal sets. 2. Experiment

B. Establishing a purpose for the lesson 2. Draw a simple Venn diagram on the board with two overlapping 3. Result Determine if the events are mutually exclusive or not mutually
circles. 4. Events exclusive.

C. Presenting examples/ instances of the lesson

Label the circles as 5. Probability
A and B to represent two sets. 1. Tossing a 4 or a number greater than 3 if one die is rolled.
3.Explain how Venn diagrams visually represent relationships 2. Drawing a black card or a face card from a deck of cards.
between sets and their elements. 3. Selecting an Algebra book or a Geometry book from 8 Algebra
4.Provide examples of placing elements inside or outside of the books and 7 Geometry books.
circles to represent their membership in the sets Probability is the branch of mathematics concerning numerical
4. A = {H, O, P, E} and B = {F, I, T}

descriptions of how likely an event is to occur, or how likely it is that a

Present a real-life scenario involving events and ask students to 5.M = {T, R, U, E} and N = {F, A, L, S, E}
proposition is true.
brainstorm possible outcomes and how they might be represented
using sets and Venn diagrams.  chance or likelihood that an event will happen
Example: "Imagine a group of students who play different sports. How

could we represent the students who play both basketball and soccer?"

D. Discussing new concepts and practicing new skills EXPLORE: EXPLORE: EXPLORE: EXPLORE:

#1
.
E. Discussing new concepts and practicing new skills EXPLORE: EXPLORE: EXPLORE: EXPLORE:

#2

Title: "The Probability Game"

In a small town called Mathville, there's a popular annual fair that features

various games of chance. One of the most popular attractions is the

Probability Game, hosted by the local mathematician, Professor Mathis.

At the Probability Game booth, players are presented with a large spinner

divided into colored sections labeled with different probabilities. The goal

of the game is to spin the spinner and land on a particular color, each

representing an event with a specific probability.

As the players take turns spinning the wheel, Professor Mathis explains

the concept of probability and events. He points out that each color on the

spinner represents a different outcome, or event, and the size of the

colored sections corresponds to the likelihood of that event occurring.

For example, the blue section might represent the event of rolling an even

number on a six-sided die, with a probability of 1/2, while the red section

might represent the event of flipping a coin and getting heads, also with a

probability of 1/2.

As the players continue to spin the wheel and discuss their strategies,

they gain a deeper understanding of how probability works and how

events with different probabilities can influence the outcome of a game.

After several rounds of play, the players walk away from the Probability

Game booth with a newfound appreciation for the role of probability in

everyday life and a better understanding of how to calculate the likelihood

of different events occurring.

F. Developing mastery EXPLAIN: EXPLAIN: EXPLAIN: EXPLAIN:

(Leads to Formative Assessment 3)

1. What was the setting of the story, and what was the

main attraction at the annual fair?

\ 2. Describe the Probability Game booth and the role of

Professor Mathis in the game.

3. How did Professor Mathis explain the concept of

probability to the players?

4. Can you give an example of one of the events

represented by a color on the spinner? What was its

probability?

5. How did playing the Probability Game help the

players gain a deeper understanding of probability?

G. Finding practical applications of concepts and skills ELABORATE: ELABORATE: ELABORATE:

in daily living
1.Divide the class into pairs or small groups.
H. Making generalizations and abstractions about the 2.Distribute worksheets with problems on union and intersection of

lesson events. ELABORATE:

3. Encourage students to work collaboratively to solve the problems

GUIDE QUESTION
using Venn diagrams.
4. Circulate the room to provide assistance and guidance as needed.
GUIDE QUESTION
How can we say that the two events is mutually exclusive? Not mutually
Challenge students to create their own scenarios and corresponding
How does the concept of set help you in finding the exclusive?
Venn diagrams for their peers to solve.
5. Discuss their answers to the class.
intersection and union of two or more events?

How does the concept of set help you in finding the intersection
and union of two or more events?
I. Evaluating learning EVALUATE: EVALUATE: EVALUATE: EVALUATE:

1.Review the solutions to the problems as a class.

2.Ask students to explain their reasoning and how they used Venn

diagrams to solve the problems

J. Additional activities for application or remediation ELABORATE: ELABORATE: ELABORATE: ELABORATE:

V. REMARKS

VI. REFLECTION

1. No. of learners who earned 80% on the formative

assessment

2. No. of learners who require additional activities for

remediation.

3. Did the remedial lessons work? No. of learners who have

caught up with the lesson.

4. No. of learners who continue to require remediation

5. Which of my teaching strategies worked well? Why did

these work?

6. What difficulties did I encounter which my principal or

supervisor can help me solve?

7. What innovation or localized materials did I use/discover

which I wish to share with other teachers?