GRADE 10 School KALAYAAN NATIONAL HIGH SCHOOL Grade Level 10

D.L.L Teacher JANET S. DAR-JUAN Learning Area MATHEMATICS 10

(D.O. 42, s. 2016) Teaching Dates and Time March 13 to March 17, 2023 Quarter Third Quarter
Monday Tuesday Wednesday Thursday Friday
Section/ Burgos 6:00-7:00 201 -B7 Burgos 6:00-7:00 201 -B7 Burgos 6:00-7:00 201 -B7 Burgos 6:00-7:00 201 -B7
Time/Room Lakandula 8:00-9:00 301- B7 Lakandula 8:00-9:00 301- B7 Lakandula 8:00-9:00 301- B7 Lakandula 8:00-9:00 301- B7
Luna 9:15-10:15 302- B7 Luna 9:15-10:15 302- B7 Luna 9:15-10:15 302- B7 Luna 9:15-10:15 302- B7
Del Pilar 10:15-11:15 202- B7 Del Pilar 10:1511:15 202- B7 Del Pilar 10:1511:15 202- B7 Del Pilar 10:1511:15 202- B7
Jacinto 11:15-12:15 307- B6 Jacinto 11:1512:15 307- B6 Jacinto 11:1512:15 307- B6 Jacinto 11:1512:15 307- B6
DAY 1 DAY 2 DAY 3 DAY 4
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key concepts of combinatorics and probability.
B. Performance Standards The learner could use precise counting technique and probability in formulating conclusions and making decisions.
C. Learning Competencies/Objectives.
Write the LC code for each. Illustrating Mutually and Non-Mutually
Exclusive Events
M10SP-IIIi-1

II. CONTENT Review: Probability involving Union of Checking the Test and identifying
Two Events when to use Monthly test Monthly test Least Mastered Skill& Union of Two
P(A U B) = P(A) + P(B) – P(A∩B) and Day 1 Day 2 Events, then
when to use P(A U B) = P(A) + P(B) then
introduce Independent and Dependent
events
III. LEARNING RESOURCES
A. Reference
1. Teacher’s Guide Pages Pages 291-292 pp. 285, 287-288
2. Learner’s Materials Pages Pages 335-336 pp.329-330, 332-333
3. Textbook Pages Statistics and Probability pp.147-151
B. Other Learning Resources

IV. PROCEDURES DAY 1 DAY 2 DAY 3 DAY 4

A. Reviewing the lesson or presenting Review to the class what is a simple event Ask the class to start reviewing the
the new lesson. and differentiate it with compound events. different formula from the chunk of
Then introduce the difference between lessons on Combinatorics and
mutually exclusive and non-mutually emphasize that each will be used for
exclusive events. a specific case.
B. Establishing a purpose for the lesson If an event has more than one sample Explain the parallelism of Science
point, it is termed a compound event. and Probabilistic nature of the study
Compound events are a little more of Statistics (in terms of Empirical and
complex than simple events. These events Theoretical probability in Statistics)
involve the probability of more than one
event occurring together (e.g. independent
event – results in two consecutive coin
toss; dependent events - winning the
 lottery after buying 10 lottery tickets (the
more the tickets bought, the greater the
chance of winning)
C. Presenting examples/Instances of
the new lesson A juggler has seven red, five green, and After giving other examples of
four blue balls. During his stunt, he outcomes that includes
accidentally drops a ball and doesn't pick it experiments/events that has
outcomes with meaning related to
up. As he continues, another ball falls.
probability, let the class give their
What is the probability that the first ball example of a simple event then
that was dropped is blue, and the second compound events
ball is green?

D. Discussing new concepts and (The idea of computing the probability of

practicing new skills #1 compound events to occur one after the
other requires us to know whether these As they work on the different activities, especially in the
coming days where computation of the likelihood of events is
events are independent or dependent to required, they are expected to apply the concepts of sets,
one another) Venn diagram, and counting techniques in solving the

 Independent events (such as a coin toss) probability of compound events .

are not affected by the previous event.
We can calculate the probability of two or more
Independent events by multiplying.

E. Discussing new concepts and Dependent Events (such as removing marbles

practicing new skills #2 from a bag) are affected by previous events. Discuss simple events and the formula involved in finding a
numerical representation for P(E).
Computation of P(A ∩ B) is not just about
multiplying P(A) and P(B).
G. Finding practical application of Probability is often thought of as an Let them answer p. 343 Activity 2
concepts and skills in daily living inapplicable concept, but conditional
probability and independence have some
very real applications in everyday life. In this
lesson, look at probabilities in real-life
scenarios, defining conditional and
independent probabilities, finding conditional
and independent probabilities, and finding a
given event.
H. Making generalizations and Situations in real life are better
abstractions about the lesson understood, (thus make decision making
more rational) if one has a clear idea on
conditional and independent probabilities.
I. Evaluating learning https://quizizz.com/admin/quiz/
58f8d18c73ddf514001306ba/probability-
independent-and-dependent-events?
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J. Additional activities for application or remediation

V. REMARKS
 VI. REFLECTION DAY 1 DAY 2 DAY 3 DAY 4
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?
G. What innovation or localized materials
did I use/discover which I wish to share with
other teachers?
Entry in Remarks and Reflection should be hand-written.

Prepared and submitted by: Checked by: Noted by:

Janet S. Dar-Juan Mrs. Fernanda G. Jamadin Mr. Agapito Teodoro N. Manaog

Subject Teacher Department Head, Mathematics Principal III, Kalayaan National High School