Lesson Plan in Probability

achelor of secondary education major in mathematics (West Visayas State University)

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 Lesson Plan in
Mathematics Grade 10 – 3rd
Quarter

I. Objectives:
At the end of the lesson, 80% of the learners can:
a. Illustrate mutually exclusive events (M10SP – IIIi – 1); and
b. solve the probability of mutually exclusive events

II. Subject Matter

A. Concept/Ideas: demonstrates understanding of key concepts of Probability specifically
probability of mutually exclusive events.
B. Level: Grade 10
C. Estimated Time: 50 minutes
D. References:
• Kiw-isen, Laila B. et al., Mathematics Learner’s Module – Grade 10, First Edition 2021.
Quarter 3 – Module 29: Introduction to Probability of Compound Events.
• Neels van der Westhuizen, et al., Everything Maths: Grade 10 –Mathematics , Slyavula
2012. Leithold, L. (2002). Materials: multimedia resources

III. Developmental Activities

Teacher’s Activity Student’s Activity COT Indicator

A. Prayer and greetings

• Good morning class! Good morning,

Everybody, please stand up. Let us ma’am.
pray. Students will pray.
Please arrange your chairs and
please pick up pieces of paper that
are on the floor.

B. Checking of Attendance Students will say

When I call your name, say present present
for your attendance.

C. Motivation Yes ma’am.

Are you ready for our lesson
today?
But before that, I will show on the
screen two situations, A and B with
Indicator 1: Applied
illustrations. Tell me whether the two
knowledge of
events can happen at the same time. The two events can content within and
happen at the across curriculum
1) Event A: Florence is singing.
same time. teaching areas.
Event B: Florence is dancing.
The two events
cannot happen at
2) One student is elected as the SSG
the same time. Indicator 9: Designed,
president selected, organized
Event A: John is elected as SSG and used diagnostic,
The two events can
president. formative, and
happen at the
Event B: Peter is elected as SSG summative assessment
same time.
president. strategies consistent
The two events with curriculum
3) Event A: roll a die and get a “2”. cannot happen at requirements.
Event B: roll a die and get an even the same time.
number.

4) A bag contains 2 yellow balls and 3 The two events can

blue balls. A ball is drawn from it. happen at the
Event A: You get a yellow ball. same time.
Event B: You get a blue ball.

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5) A card is drawn from a deck of
standard playing cards.
Event A: A heart is drawn.
Event B: A king is drawn.
Indicator 6: Used
Students will share
differentiated,
their experiences. developmentally
Very Good! You were all able to give appropriate learning
the correct answer in our activity. experiences to
address learners’
Now, what are other events that you gender, needs
experienced that you can do at the strengths, interests,
same time? and experiences.

How about events that you cannot do The probability that

at the same time? both events will
happen together is
In everyday life, there are events that equal to zero.
cannot happen at the same time. We
called these mutually exclusive
events.

Because mutually exclusive events

cannot happen together, based on our
previous lesson, what can we say
about their probability?

Very Good!
Yes ma’am.
D. Presentation of the Lesson
Today, we will learn another lesson
about probability. The probability of
mutually exclusive events.

We will learn to solve the The groups will pick

probability of those events that cannot a representative
at the same time. Are you ready class? and will toss a coin

E. Activity Instructions: Indicator 4: Managed

1. Each
This time, we’ll have an activity. group classroom structure to
The class will be divided into 2 groups. must select engage learners,
their leader, individually or in
Please pick 1 representative each secretary and groups, in meaningful
exploration, discovery
group, we will have a toss coin reporter.
and hands-on activities
whether you will have a die or a deck 2. You will be given within a range of
of cards for your activity. activity sheets physical learning
to answer. environments.
Everyone please read the instructions. 3. Arrange
yourselves in a
circle so that
everybody can
Indicator 3: Applied a
cooperate.
range of teaching
4. You only have strategies to develop
10 minutes critical and creative
to answer. thinking, as well as
5. The reporter will other higher-order
report their work thinking skills.
after answering
the activity.

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 None ma’am.

Do you have any questions class?

Okay, you may start answering now.

Group 1: (Rolling a Die)

The group will be given a die to
answer the activity.

Read the given problem and answer

the questions that follow:
Event A: getting a
A standard die is rolled, what is the 3
probability of getting a 3 or an even Event B: Getting an
number? even number.
1/6
3/6 or ½
Questions: {2,3,4,6}; n(E)=4
Indicator 3: Applied a
1. What are the two events? range of teaching
Event A: n(S)= 6 strategies to develop
Event B: critical and creative
2. What is the probability of getting 4/6 or 2/3 thinking, as well as
Event A? other higher-order
3. What is the probability of getting Add the thinking skills.
Event B? probabilities of two
4. List down the set of all possible events
events. What is its cardinality?
5. What is the cardinality of the
sample space?
6. What is the probability using the
formula for simple events?
7. What should you do to the
probability of two events to get the
answer?

Group 2
The group will be given a deck of Event A: drawing a
cards to answer the activity. spade
Event B: drawing a
Read the given problem and answer club
the questions that follow: 13/52 or ¼
In a standard deck of cards, what is 13/52 or
the probability of drawing a spade or ¼ n(E)=26
club?
n(S)= 52
Questions:
1. What are the two events? 26/52 or 1/2 Indicator 7: Planned,
Event A: managed and
Event B: Add the implemented
probabilities of two developmentally
2. What is the probability of getting events sequenced teaching
Event A? and learning processes
3. What is the probability of getting to meet curriculum
Event B? requirements and
varied
4. What is the cardinality of all
teaching

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 possible events? The activity is contexts.
5. What is the cardinality of the about finding the
sample space? probability of
6. What is the probability using the mutually exclusive
formula for simple events? events.
7. What should you do to the
probability of two events to get the A 6-sided die
answer?
Finding the
probability of
getting a 3 or an
even number when
F. Analysis/Discussion the die is rolled.
• What can you say about our Yes, because you Indicator 5: Managed
activity? cannot get a 3 and learner behavior
an even number at constructively by
the same time. applying positive and
non-violent discipline
to ensure learning-
We added the
focused environments.
• For group 1, what is the object probabilities of two
that was given to you? events.
• What are you tasked to do?
The probability of
getting a 3 or an
even number is
• Are the two events mutually 2/3.
exclusive? Why?

A standard deck of
• How were you able to solve for cards.
the probability of both events?
Finding the Indicator 2: Used
probability of range of teaching
strategies that
• What is your final answer? drawing a spade or
enhance learner
a club in a standard achievement in literacy
deck of cards and numeracy skills.
Very Good! Let us give five claps for
group 1. Yes, because we
cannot a spade and
Now, let us check the work of group 2. a club at the same
• What material was given to you? time.

• What are you tasked to do? We added the

probabilities of two
events.
The probability of
drawing a spade or
• Are the two events mutually a club is ½.
exclusive? Why or why not?

• How were you able to solve the

probability of both events?

• What is now your final answer?

Add the probability
of the two events.

Very Good! Let us also give five claps

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to group 2. P(AUB)= P(A)+P(B).

If the events
G. Abstraction/ Generalization cannot happen at
Based on your activity, how can the same time.
we solve for the probability of mutually
exclusive events?

If mutually exclusive events, A and B is

represented by P(AUB), what is our
formula? Event A: drawing
an ace
When can we say that the two events
Event B: drawing a
are mutually exclusive?
king P(AUB)=P(A)
+P(B)
Very Good class! =
Now, that we have derived the formula 1/13+1/13
for solving the probability of mutually
= 2/13
exclusive events, let us answer this
problem:
A card is drawn at random from a The probability of
standard deck of 52 cards. What is the getting an ace or a
probability of drawing an ace, or a king in a deck of
king? cards is 2/13.

Indicator 8: Selected,
Very Good class! What can we say developed, organized
and used appropriate
now?
teaching and learning
resources, including
ICT, to address learning
goals.

I. Application
Okay , I have here a problem
projected on the board, everybody
Event A: Probability of
getting banana cue

P(A)= 6/20

Event B: Probability of
getting dried bananas.
Indicator 2: Used
P(B) = 4/20 range of teaching
strategies that
enhance learner
P(AUB)= P(A)+P(B) achievement in literacy
and numeracy skills.
please read the problem: = 6/20 + 4/20

= 10/20 or ½
Please solve it on the board. The rest
of the class, solve it on your seats.
Therefore, the
probability that the
customer will get
banana cue or dried
bananas is ½.

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 Indicator 9: Designed,
selected, organized
and used diagnostic,
formative, and
summative assessment
That’s correct. What can we conclude strategies consistent
now, based on our answer? with curriculum
requirements.

IV. Evaluation
Encircle the letter of the correct
answer. 1 pt each.
For numbers 1-3
A bag contains 4 blue marbles, 8
green marbles and 6 red marbles.
Carlo draws one ball at random.
1. What is the probability that the
marble is either red or green?
A. B. C. D.
2. What is the probability that the
marble is either blue or green?
A. B. C. D.
3. What is the probability that the
marble is either blue or red?
A. B. C. D.

For numbers 4-5

During the covid-19 pandemic,
nobody can go out without wearing a
face mask. Mark has 15 disposable
face masks: 4 are blue, 6 are white
and 5 are black.
4. What is the probability that he will
wear a blue or a white face mask?
A. B. C. D.
5. What is the probability that he will
wear a white or black mask?
A. B. C. D.

V. Assignment
Answer the given problem in a ¼
sheet of paper. Show your process.
A die is rolled once. What is the
probability of an even number or a
factor of 6 turning up?

SHANE P. PADONIO ARJAY M. DEL CASTILLO

Teacher 1 Teacher-In-Charge
Teacher Observed Observer

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