Republic of the Philippines

Department of Education
Region VI-Western Visayas
DIVISION OF ESCALANTE CITY
MABINI NATIONAL HIGH SCHOOL
Escalante City, Negros Occidental, Philippines

DAILY LESSON LOG

Name of Teacher : RHOANNE CLIFF T. SALES School Year : 2022-2023
Learning Area : MATHEMATICS Grade Level : 10
Teaching Date : March 22-24, 2023 Time : 7:30 A.M-4:00 P.M Day/ taught : 3 Days

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of Key concepts of
combinatorics and probability.

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

C. Learning Competencies Illustrates the probability of a union of two events (M10SP-111g-1)

with LC Code
II. CONTENT Introduction to Probability of Compound Events
III. LEARNING
RESOURCES
A. Reference
1. Teacher’s Guide
Pages
2. Learner’s Material Mathematics Learning Materials 10, Q3 – Module 29
Pages
3. Textbook Pages
4. Additional Dep-Ed TV
Materials from
LR Portal
B. Other Learning SLM’s activity sheets/worksheet
Resources
IV. PROCEDURES
A. Review previous Recall on how to solve for the probability of an event using the formula.
lesson or presenting
the new lesson number of favorable outcomes
P(E) =
number of possible outcomes

A bag has 3 red, 4 yellow, 6 blue and 7 white marbles. If a marble is

chosen at random, what is the probability that the chosen is a blue
marble?

Solution:

Total marbles in the bag = 20 Possible outcomes

favorable outcomes
 Number of blue marbles = 6

number of favorable outcomes

P(E) =
number of possible outcomes

6 3
P(blue) = =
20 10

B. Establishing a Showing students 2-min video about relationship among sets

purpose for the
lesson
C. Presenting The probability of simple event involves a single event occurring and the
examples/instances probability of compound events involves more than one event happening
for the new lesson together. Compound events are usually connected by the word “and” or
“or”.
Example:

a) Simple probability: The probability of getting a head when tossing a

coin.
b) Compound probability: The probability of getting a head and an even
number when tossing a coin and a die.
Solving the probability of compound events can be illustrated using the
concepts of union and intersection of events and the
Venn diagram.

 The union of events A and B, denoted by A ∪ B, is the set of all outcomes

for either A or B.
 The intersection of events A and B, denoted by A ∩ B, is the set of all
outcomes shared by A and B. Let’s have examples.
D. Discussing new solving probability of compound events.
concepts and
practicing new skills A six-face die which contains number of dots from 1 to 6 was rolled. Find
no. 1 the probability of:
a) rolling an even number or a multiple of 3.
b) rolling an even number and a multiple of 3.

Solution:
The experiment is rolling a die, whose sample space, S, is

S = {1, 2, 3, 4, 5, 6}
n(S) = 6 (number of sample space)

The elements of the two events are:

Let A be the event of rolling an even number, A = {2, 4, 6}
Let B be the event of rolling a multiple of 3, B = {3, 6}
 a.) Solve for P(A ∪ B) since problem a illustrates union of two events.
b.) Solve for P(A ∩ B) since problem b illustrates intersection of two
A ∪ B = {2, 3, 4, 6} union of A and B
n (A ∪ B) = 4 number of favorable outcomes n(E)
n( A ∪ B) n(E)
P(A ∪ B) = In P(E)= , Let n(E) = n(A∪B)
n(S) n(S)
4 2
P(A ∪ B) = = Substitute n(A∪B)=4 and n(S) = 6
6 3

2
∴The probability of rolling an even number or a multiple 3 is .
3

A ∩ B = {6} intersection of A and B

n(A ∩ B) = 1 number of favorable outcomes n(E)
n( A ∩ B) n(E)
P(A ∩ B) = In P(E) , let n(E) = n(A∩B)
n( S) n(S)
1
P(A ∩ B) = Substitute n(A∩B)=1 and n(S) = 6
6

∴The probability of rolling a result that is both an

1
even number and a multiple of 3 is .
6
events.
E. Discussing new Three coins are tossed. Find the probability of getting at least one head.
concepts and
practicing new skills Solution:
no. 2 The experiment is tossing three coins, whose sample space, S, is
S = {HHH,HHT, HTH, HTT, TTT, TTH, THT, THH}
n(S) = 8
 The event is to get at least one head, which has three possible cases
either the favorable outcomes should have 1 head or 2 heads or 3 heads.

A = {HTT, TTH, THT} Let A be the event that one head

turns up

B = {HHT, HTH, THH} Let B be the event that two heads

turn up.

C = {HHH} Let C be the event that three

heads turn up.

A ∪ B ∪ C = {HTT, TTH, THT, HHT, HTH, THH, HHH}

n(A ∪ B ∪ C) = 7

Hence,
P(at least one head) = P(A ∪ B ∪ C)
n( A ∪ B ∪ C) 7
P( A ∪ B ∪ C ) = =
n( S) 8

∴ The probability of getting at least one head in tossing

7
3 coins is .
8
F. Developing mastery The Venn Diagram shows the probabilities of Grade 10 students. who
( Leads to formative joined either Mathematics Club (M) or Science Club (S).
assessment )

a) Find the probability of selecting a student who joined Mathematics

or Science Club.

Solution: The diagram represents the total sample

space of the two events M and S because the sum of
all the values in the diagram is
0.43 + 0.12 + 0.38 + 0.07 = 1.

a.) way to solve the probability of M ∪S is to add all

the probabilities found within the two circles in
the diagram. Thus,

P(M ∪ S) = 0.43 + 0.12 + 0.38 = 0.93

b.) The probability of M ∩S is the value in the

overlapping region 0.12.
 b) Find the probability of selecting a student who joined Mathematics
and Science Club.
 Because 27 is the number of students who liked both hamburger
and egg sandwich, we place 27 in the intersection of the two sets.
 There are 45 students who liked hamburger but 27 were already
placed inside circle H. Hence, there are 45 – 27 = 18 students who
liked hamburger only.
 There are 60 students who liked egg sandwich but 27 were already
placed inside circle E. Hence, there are 60 – 27 = 33 students who
liked egg sandwich only.
 12 students neither liked hamburger nor egg sandwich so it will be
placed outside the two circles.
 Thus the number of elements in the sample space, S, is18 + 27 + 33
+ 12 = 90.
 To solve for the probability of selecting a student who liked
hamburger or egg sandwich is to solve for P(H ∪ E).

Solution:
Illustrate the problem using Venn diagram so that we can
visualize the probabilities easier.

n(H ∪ E)
P(H ∪ E) =
n( S)
18+27+33
P(H ∪ E) =
90
78 13
P(H ∪ E) = =
90 15

∴ The probability of selecting a student who like hamburger or egg

13
sandwich is .
15
G. Finding practical Out of 250 tourists, 146 visited Korea (K), 108 visited Japan (J), 142 visited
applications of Hong Kong (H), 70 visited Korea and Japan, 71 visited Japan and Hong
concepts and skills Kong, 82 visited Korea and Hong Kong and 46 visited Korea, Japan, and
in daily living ( real Hong Kong.
life situation )
 If a tourist is randomly chosen from this group, what is the probability of
choosing a tourist who already visited
a) Korea?
b) Korea only?
c) Japan or Hong Kong?
d) Korea and Hong Kong?
e) Hong Kong but not Japan?

Solution:
The total number of elements in the sample space, S, is

n(S) = 40 + 24 + 13 + 36 + 46 + 25 + 35 + 31 = 250

n(K ) 40+24 +36+ 46 146 73

a.) P ( K )= = = = ∨0.584∨58.40 %
n(S) 250 250 125
n (K only) 40 4
b.) P ( only K )= = = ∨0.16∨16 %
n (S ) 250 25
c.)
n(J ∪ H) 24+13+ 46+ 25+36+35 179
P ( J ∪ H )= = = ∨0.716∨71.6 %
n(S) 250 250
n(K ∩ H ) 46+36 82 41
d.) P ( K ∩ H )= = = = ∨0.328∨32.80 %
n(S) 250 250 125
n (H but not J ) 36+ 35 71
e.) P ( H but not J ) = = = ∨0.284∨28.40 %
n(S ) 250 250
H. Making Guide the students to generalize the concepts learned.
generalizations and
abstractions about
the lesson
I. Evaluating learning An experiment involves tossing a die and then flipping a coin once if the
number of the die is even. twice if the number on the die is odd. Let A be
the event that the result of the die is a number less than 3 occurs; let B be
the event that 2 tails occur.

a) List the elements of the sample space, S.

b) List the elements of event A.
c) List the elements of event B.
d) What is the probability of A ∪ B?
e) What is the probability of A ∩ B?

J. Additional Activities Assignment: search in the Internet about Probability of Mutually Exclusive
for application for and Not Mutually Exclusive Events.
 remediation
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
lesson 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.