A Detailed Lesson Plan in Mathematics Grade X

I. OBJECTIVES
A. Content Standard
The learner demonstrates understanding of key concepts of combinatorics and probability.
B. Performance Standard
The Learner is able to use precise counting technique and probability in formulating
conclusions and making decisions.
C. Learning Competency/ Objectives
At the end of the lesson, the students shall be able to:
a. recall the concepts of simple events
b. define probability, simple events, compound events, sample space, experiment,
outcome and subset; and
c. differentiate simple events to compound events.
II. CONTENT
Topic: Union and Intersection of Compound Events
Sub-Topic: Introduction to Compound Events

III. LEARNING RESOURCES

A. References:
1. Teacher’s Guide
Mathematics Teacher’s Guide (p. 279-295)

2. Learner’s Materials Pages :

Mathematics Learner’s Module (p. 319-340)
3. Websites :
https://www.univie.ac.at/moe/tests/mengen/duv.html
B. Other Learning Materials:
Illustration board, Powerpoint Presentation, Coupon, Bond paper,
Pencil.

IV. PROCEDURE

Teacher’s Activity Students’ Activity

A. Reviewing Previous Lesson
Ok class, before we start our discussion, lets us reminisce first
some concept about our topic for today. I’ll group you into four.
We will do the reminiscing through an activity entitled “Game
ka na ba?”
Mechanics:
• Each group will be given an answer board.
• Problems will be flashed by the host (the teacher)
• After flashing the problem, the host will signal. When
signal comes, each group is free to answer.
• First group who will answer the questions correctly will
earn a point.
• Group who will earn many points will win this activity.

Questions: Answers:
1. 1. Rolling a dice
2. Tossing a coin
3. Probability
 4. ½
2. 5. 1/6
6. 3/6 0r ½
7. 3/10
3. It is the likelihood of the occurrence of an event? 8. 4/10 or 2/5
4. What is the probability of getting “head” when a coin is 9. ½
tossed?
5. What is the probability of getting 6 when a die is
rolled?
6. What is the probability of getting an even number when
a die is rolled?
7. What is the probability of getting “S” from the word
STATISTICS?
8. There are 3 red balls, 4 yellow balls, and 3 blue balls,
what is the probability of getting yellow balls?
9. What is the probability of getting “Tails” when a coin
is tossed?

B. Establishing Purpose of the Lesson

Let us proceed to another activity that will introduce to our topic
for today. This activity entitled “Mission Possible,” do these
with same group.
Direction:
• There are six stations.
• Sixth station is the special station.
• In order to go to the sixth station, each group must do the
task given by the five stations.
• It doesn’t matter what station you will do first as long as
you complete all to go to the last station.
• The task you will do will serve as a ticket for the last
COIN/S AT A ALL POSSIBLE
station.
TIME OUTCOME
It will be listed below.
1 coin at a time H, T
COIN/S AT A TIME ALL POSSIBLE 2 coins at a time HT, TT, HH
OUTCOME
3 coins at a time HHT, HTT, HHH,
1 coin at a time TTT

2 coins at a time 4 coins at a time HHHH, HHHT,

HHTT, HTTT,
3 coins at a time
TTTT
4 coins at a time
5 coins at a time HHHHH, HHHHT,
5 coins at a time HHHTT, HHTTT,
HTTTT, TTTTT
The sixth station contains video presentation about necessary
terminologies and it will be discussed by the teacher later.

C. Presenting Examples/Instances of the New Lesson

We will have an activity entitled “Treasure Hunting.” It will lead
to our discussion. Each group will be given a coupon containing
five problems about compound events. Each problem have clue
in order to find the hidden treasure. First group who will first
find the hidden treasure will be declared as winner for this
activity.

Fourth Hokage developed a secret technique. He keeps it to the

secret room because he wants it to pass to his son Naruto when
the right time comes. He locked the room with very powerful
code that no one else knew except him.
However, fourth Hokage died. But before it happen, he leaves
the codes to the hidden cave.
When the right time came, Third Hokage called Naruto together
with his teammates for a mission, it is to find the code of the lock
the can find inside the hidden cave.
When Naruto and his teammates found the hidden cave, they
started to look for the code. There, they found questions
containing clues to find the codes.

A school canteen serves lunch for students. A set of menu

consists of 1 type of rice, 1 type of viand, and 1 type of drink.
The tree diagram below shows the possible menu combinations.

• How many outcomes are there for selecting any lunch with
pineapple juice? Your answer will be the first number of
the code.
• How many outcomes are there for selecting a lunch with
steamed rice and with pineapple juice? Your answer will be
the second number of the code.
• How many outcomes are there for selecting a lunch with (The code is 4222.)
chicken adobo and a pineapple juice? Your answer will be
the third answer of the code.
• How many outcomes are there for selecting a lunch with
pinakbet and an orange juice? Your answer is the last
number of the code.

D. Discussing New Concepts and Practicing New Skills #1

(The PowerPoint presentation you opened during the activity
“Mission Possible,” will discussed by the teacher.)

E. Discussing New Concepts and Practicing New Skills #2

The PowerPoint presentation you opened using the codes you
found during the activity “Treasure Hunting,” will discussed by
the teacher.)
F. Developing Mastery
The teacher will give another activity entitled “Do Define”.
Direction:
The teacher will give a box containing such terms with a task
written in a coupon. Each group must get a coupon and define
the term that is in the box. However, the group must do a task and
define the term simultaneously.

1. Sample Space Task: Dance (Each group will do the task in the coupon they
2. Simple Event Task: Sing get)
3. Compound Event Task: butting
4. Experiment Task: Jumping Jack
5. Outcome Task: Walking around the classroom.

G. Finding Practical Application of Concept and Skills in

Daily Living
The teacher will give an activity entitled “Reflect”

This activity will allow you to reflect what you have learned.
However, you will be doing it in front of the mirror.

H. Making Generalization and Abstraction

I will ask the following:
• Define experiment, sample space, sample point, event,
simple event, and compound event.

I. Evaluating Learning
For you to better understand what we all have discussed, let us
have an activity.
Activity
Direction: Identify the experiment, sample space, sample point.
Part I
1. What is the probability of each outcome when two coins
are tossed?
2. What is the probability of each outcome when a die is
rolled?
3. There are 3 candies, one tamarind flavor, one chocolate
flavor, and one durian flavor inside the box. What is the
probability of each outcome when two candies are picked
simultaneously from the box?
Part II
Direction: Tell whether simple or compound event.
1. Probability of getting 6 and 1 when a die is rolled.
2. Probability of getting an odd number when the die is
rolled.
3. Probability of getting clubs and spades from a deck of
cards.
4. Getting an ace from the deck of cards.
5. Probability of getting red and white hexagonal polygon
inside the box.
J. Additional Activities for Application or Remediation
Search for some real life problems involving compound events.

That’s all for today.

Goodbye, class.
Goodbye, ma’am!

V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for remediation who scored below 80%
C. Did the remedial lessons 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?

Prepared by:

Mara Lyka T. Depaur

Student-Teacher
Checked by:

Geronimo A. Roda
Cooperating Teacher