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MATHEMATICS
Quarter 3 – Module 5
Illustrating Events, Union and
Intersection of Events
Mathematics – Grade 10
Alternative Delivery Mode
Quarter 3 – Module 5: Illustrating Events, Union and Intersection of Events
First Edition, 2020

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Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Rizaliza C. Vidad
Editor: Claudeth S. Mercado, Maricel T. Tropezado, James D. Rodriguez, Maria Fatima M. Emperado
Reviewers: Nida Barbara I. Suasin, Maricel T. Tropezado, Maria Fatima M. Emperado
Illustrator: Claudeth S. Mercado
Layout Artist: Maria Fatima M. Emperado
Management Team: Senen Priscillo P. Paulin, CESO V Rosela R. Abiera
Fay C. Luarez, TM, Ed.D., Ph.D. Maricel S. Rasid
Nilita L. Ragay, Ed. D. Elmar L. Cabrera
Elisa L. Baguio, Ed. D.

Printed in the Philippines by ________________________

Department of Education –Region VII Schools Division of Negros Oriental

Office Address: Kagawasan, Ave., Daro, Dumaguete City, Negros Oriental

Tel #: (035) 225 2376 / 541 1117
E-mail Address: [email protected]
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Mathematics
Quarter 3 – Module 5
Illustrating Events, Union and
Intersection of Events
Introductory Message
For the facilitator:

Welcome to the Mathematics 10 Alternative Delivery Mode (ADM) Module on

Illustrating Events, Union and Intersection of Events!

This module was collaboratively designed, developed and reviewed by

educators both from public and private institutions to assist you, the teacher
or facilitator in helping the learners meet the standards set by the K to 12
Curriculum while overcoming their personal, social, and economic
constraints in schooling.

This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this
also aims to help learners acquire the needed 21st century skills while taking
into consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator, you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing
them to manage their own learning. Furthermore, you are expected to
encourage and assist the learners as they do the tasks included in the module.

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For the learner:

Welcome to the Mathematics 10 Alternative Delivery Mode (ADM) Module on

Illustrating Events, Union and Intersection of Events!

This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time.
You will be enabled to process the contents of the learning resource while
being an active learner.

This module has the following parts and corresponding icons:

This will give you an idea of the skills or

What I Need to Know competencies you are expected to learn in the
module.

This part includes an activity that aims to

check what you already know about the
What I Know
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.
This is a brief drill or review to help you link
What’s In the current lesson with the previous one.

In this portion, the new lesson will be

What’s New introduced to you in various ways; a story, a
song, a poem, a problem opener, an activity
or a situation.
This section provides a brief discussion of the
What is It lesson. This aims to help you discover and
understand new concepts and skills.

This comprises activities for independent

practice to solidify your understanding and
What’s More
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.
This includes questions or blank
What I Have Learned sentence/paragraph to be filled in to process
what you learned from the lesson.
This section provides an activity which will
What I Can Do help you transfer your new knowledge or skill
into real life situations or concerns.

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 This is a task which aims to evaluate your
Assessment level of mastery in achieving the learning
competency.
In this portion, another activity will be given
Additional Activities to you to enrich your knowledge or skill of the
lesson learned.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part
of the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other
activities included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through
with it.
If you encounter any difficulty in answering the tasks in this module, do
not hesitate to consult your teacher or facilitator. Always bear in mind that
you are not alone.

We hope that through this material, you will experience meaningful

learning and gain deep understanding of the relevant competencies. You
can do it!

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 I

This module helps you illustrates events, union and intersection of events. This provides
relevant activities and discussions that will help you understand and internalize the concept of
probability to solve problems and apply it in the real life situations.

After going through this module, you are expected to:

Learning Competency:
 Illustrates events, union and intersection of events.
(M10SP – IIId – e – 1)

OBJECTIVES:
K: Define events, union and intersection of events and other terms related to
events.
S: Illustrate events, union and intersection of events.
A: Demonstrate accuracy in illustrating events, union and intersection of events.

PRE – TEST
Direction: Find out how much you already know about the topics in this module. Choose the
letter that you think best answers the question. Please answer all the items.

1. The following situations are examples of experiments except

A. tossing a coin C. randomly choosing a ball from a box
B. rolling a die D. counting numbers

2. The results of an experiment are called _____________.

A. experiments C. outcomes
B. sample space D. simple events

3. Which of the following are the outcomes in tossing a single coin?

A. head or tail C. a head
B. S = {head, tail} D. a tail

4. What does this symbol “U” represents?

A. intersection, “and” C. intersection, “or”
B. union, “and” D. union, “or”

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5. A group of learners are given the following diagram below:
Which best describes the event set of A ∩ B?
A. {7; 10; 11} C. {1; 2; 3; 4; 5; 6; 7; 8; 9; 10; 11}
B. {7; 10} D. {1; 2; 3; 4; 5; 6; 7; 9; 10}

Discover and Learn...

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 Illustrating Events, Union and
Lesson
Intersection of Events

Look at the different pictures shown below and recall the lessons you previously learned
on probability. What are the activities shown in each picture? How are they related to
probability? How can these concepts help us in our daily lives?

(Finkelsen, 2019) (Lindsay, 2016)

(WikiHow Staff, 2020) (Pullen, 2017)

Where you able to describe each activity indicated in each picture? Are these familiar to you?

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 ’s In

Activity 1: Recalling Probability

Consider the situation below. Use your knowledge on probability in answering the questions
that follow.

1. A die is rolled once. Find the probability of obtaining

a. a 5
b. a 6
c. an odd number

2. A box contains 3 red balls, 5 yellow balls, and 2 blue balls. If a ball is picked at random
from the box, what is the probability that a ball picked is a
a. yellow ball?
b. red ball

’s New

Activity 1: Toss Up!

1. Draw a tree diagram in determining the outcomes of an experiment of tossing a single
coin twice.
2. If a coin is toss once, how many possible outcomes?
3. What are the possible outcomes in number 2?
4. What do you call the set of all possible outcomes of an experiment?

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 is It

EVENTS, SAMPLE SPACE and OUTCOMES

What are Events in Probability?

When we say “Event” we mean one (or more) outcomes.
A probability event can be defined as a set of outcomes of an experiment such as rolling
a die, tossing a coin, picking a card from a deck of cards, etc. In other words, an event in
probability is the subset of the respective sample space. It is also the set of all the possible
outcomes satisfying a given condition and is denoted by E. Since all events are sets, they are
usually written as sets (e.g., {1, 2, 3}).
The entire possible set of outcomes of a random experiment is the sample space or the
individual space of that experiment, denoted by S.
Example events:

1. Getting a tail when tossing a coin is an event

2. Rolling a “5” is an event

An event can include several outcomes:

1. Choosing a “King” from a deck of cards (any of the 4 Kings) is also an event.
2. Rolling an “even number” (2, 4, or 6) is an event

Example 1: (Tossing a coin)

a. Construct a sample space for the experiment that consists of tossing a single coin.
 The outcomes could be labeled h for heads and t for tails. Then, the sample
space is the set S = {h, t}.

Example 2: (Rolling a single die)

a. Construct a sample space for the experiment that consists of rolling a single die.
b. Find the events that correspond to the phrases “an even number is rolled” and “a
number greater than two is rolled”.

 The outcomes could be labeled according to the number of dots on the top of
the face of the die.
Then, the sample space is the set S = {1, 2, 3, 4, 5, 6}.

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  The outcomes that are even are 2, 4, 6, so the event that corresponds to the
phrase “an even number is rolled” is the set {2, 4, 6}, which is natural to denote
by the letter E. Write E = {2, 4, 6}.

Similarly, the event that corresponds to the phrase “a number greater than two
is rolled” is the set T = {3, 4, 5, 6}, which we have denoted T.

Example 3: (Tossing of three coins simultaneously)

a. Give the sample space.

b. Find the outcomes which have at least two heads

 The sample space is S = {(T, T, T), (T, T, H), (T, H, T), (T, H, H), (H, T, T),
(H, T, H), (H, H, T), (H, H, H)}

 E = {(H, T, H), (H, H, T), (H, H, H), (T, H, H)}

UNION (UNION of EVENTS)

The union of events A and B, denoted by A U B, consists of all outcomes that are in A
or B or in both A and B.
The symbol used for union is “U”.
The following are illustrations of Union of Events using Venn Diagram: (The union is the
shaded region)

(A) (B)

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(c)

Examples:
1. Consider the figure below which shows the union of events P and Q.

 The elements in the sample space of the union of sets P and Q, also written as
A U B, are {2, 3, 7, 8, 11, 12, 15}.

2. Identify the sample space of the union of sets A and B.

 The sample space of the union of sets A and B, also written as A U B, is

S = {1, 2, 3, 4, 5, 6, 7, 9, 11, 12, 13,14, 15}.

INTERSECTION (INTERSECTION of EVENTS)

The intersection of events A and B, denoted by A ∩ B, consists of all outcomes that
are in both A and B. The symbol used for intersection is “∩”.

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 The following are illustrations of Intersection of Events using Venn Diagram: (The
intersection is the shaded region)

(A) (B)

(C) A∩B

Examples:
1. Consider the figure below which shows the intersection of events A and B.

 The elements in the sample space of the intersection of sets A and B, also written
as A ∩ B, are {3, 12}.

2. Identify the sample space of the intersection of sets A and B.

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  The sample space of the intersection of sets A and B, also written as A ∩ B, is
S = {14, 7}.

’s More

ACTIVITY 1. Identify the outcomes and construct a sample space for the following
experiments.

1. Choosing one of the possible aces from a standard deck of cards

Outcomes: _________________________
Sample space: _____________________

2. Flipping two coins at the same time

Outcomes: __________________________
Sample space: _____________________

3. Choosing a club from a standard deck of cards

Outcomes: __________________________
Sample space: _____________________

ACTIVITY 2. Identify each of the following cases as part of the union of events or intersection
of events.

1. A or B
2. A and B
3. A U B
4. A ∩ B
5. The shaded part of circles A and B.

6. The shaded parts of circles C and D.

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 I Have Learned
Directions:
This activity will help you recall and demonstrate what you have just learned.

ACTIVITY 1: Who Am I?
Read each statement carefully, analyze well and identify what term is being referred to.

1. It is the set of all possible outcomes in the experiment.

2. It consists of all outcomes that are in A or in B or in both A and B.

3. Any set of outcomes of the experiment.

4. It is a subset of a sample space.

5. It consists of all outcomes that are in both A and B.

I Can Do

Activity 5: Illustrate Me!

Study the given event sets below and illustrate it using the Venn Diagram. Use the following
materials:
a. short bond paper
b. 5-peso coin for the circles
c. ruler
d. pencil
e. any coloring materials (for circles)

Problem:
The class president of the Grade 10 students is conducting a survey among the class officers
on what is their preferred project for the school year 2020 – 2021. The data is presented below.
(Note: There are only 10 officers, and each is labeled using letters A – J)
Trash Bins (TB) – {a, b, d, e, g, h, i}
Cleaning Tools (CT) – {a, c, d, f, h, j}

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You will be graded based on the rubric below.
CRITERIA EXCELLENT VERY SATISFACTORY FAIR POOR
(5 POINTS) SATISFACTORY (3 POINTS) (2 POINTS) (1 POINT)
(4 POINTS)
Neatness

Accuracy in
labelling the
diagram

Read each statement and answer the questions. Choose only the letter that corresponds to the
correct answer.

1. When you roll a die, which of the following is the sample space?
A. S = {1, 2, 3, 4, 6} C. S = {2, 4, 6}
B. S = {1, 2, 3, 4, 5, 6} D. S = {3, 4, 5, 6}

2. What statement does the shaded region of the figure at the right
represent?
A. C or D C. C and D
B. C D. D

3. What statement does the shaded region of the figure at the right
represent?
A. A or B C. Not A
B. A and B D. Not B
Use the figure below to answer numbers 4 and 5.

4. What event set represents the union of the sets A and B?

A. {2, 4, 8} C. {6, 12}
B. {5, 6, 7, 9, 12} D. {2, 4, 5, 6, 7, 8, 9, 12}

5. What event set represents the intersection of the sets A and B?

A. {2, 4, 8} C. {6, 12}
B. {5, 6, 7, 9, 12} D. {2, 4, 6, 8, 12}

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Use the figure below to answer the following questions.

1. What is the sample space?

2. What is A U B?

3. What is A ∩ B?

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ADDITIONAL ACTIVITIES
1. S = {1, 2, 4, 5, 6, 7, 9, 10, 11, 12, 13, 14, 15}
A U B = {1, 2, 4, 5, 6, 7, 9, 10, 11, 12, 13, 14, 15}
A ∩ B = {4, 5, 9, 12}
WHAT I HAVE LEARNED
1. sample space
ASSESSMENT 2. union of events
1. B 3. event
2. A 4. event
3. B 5. intersection of events
4. D
5. C
WHAT’S MORE WHAT’S MORE
ACTIVITY 2 ACTIVITY 1
1. union 1. Outcomes-ace of clubs, ace of diamonds, ace of
2. Intersection hearts, ace of spades
3. union S = {ace of clubs, ace of diamonds, ace of
4. Intersection hearts, ace of spades}
5. Intersection 2. Outcomes = HT, TH, HH, TT
6. Union S = {HT, TH, HH, TT}
3. Outcomes = ace, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, J, Q, K
S = {ace, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, J, Q, K}
WHAT’S NEW
WHAT’S IN WHAT I
KNOW
1. a. 1/6
b. 1/6 1. D
c. 3/6 or ½ 2. C
2. a. 5/10 or 1/2 3. A
1.
b. 3/10 4. B
2. 2 5. A
3. Head or Tail
4. sample space
References
Books:
Callanta, Melvin M., et.al. Mathematics 10 Learner’s Module. Rex Book Store Inc., 2015.
Callanta, Melvin M., et.al. Mathematics 10 Teacher’s Guide. Rex Book Store Inc., 2015.

Websites:
Finkelsen, Trygve. “Hand Throwing Dice In Front Of A Dark Background”. Last modified
May 1, 2019. https://www.alamy.com/hand-throwing-dice-in-front-of-a-dark-background-
image255261110.html
Lindsay, Christopher. “The Man Who Flipped a Coin: A Short Story”. Last modified 2016.
https://www.google.com/amp/s/christopherjohnlindsay.com/2016/07/16/the-man-who-
flipped-a-coin/amp/
WikiHow Staff. “How to Do Easy Card Tricks”. Last modified November 17, 2020.
https://www.google.com/amp/s/www.wikihow.com/Do-Easy-Card-Tricks%3famp=1
Pullen, John Patrick. “Mega Millions Lottery Undergoes a Redesign, Tickets to Increase
Price”. Last modified October 25, 2017.https://fortune.com/2017/10/24/mega-millions-lottery-
price-powerball/

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For inquiries or feedback, please write or call:

Department of Education – Schools Division of Negros Oriental

Kagawasan, Avenue, Daro, Dumaguete City, Negros Oriental

Tel #: (035) 225 2376 / 541 1117

Email Address: [email protected]
Website: lrmds.depednodis.net

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